The Strengths and Difficulties Questionnaire Self-Report: a valid instrument for the identification of emotional and behavioral problems (original) (raw)
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Clinical Practice & Epidemiology in Mental Health, 2020
Introduction: Early detection of behavioral and emotional problems in children and adolescents is relevant. For this purpose, the use of questionnaires completed by parents is applicable. Parent questionnaires are also useful preliminary support to the clinical investigation. Methods: Validated tools for the analysis of behavioral and emotional problems suitable for school-age subjects are analyzed in their characteristics and possibilities of use. Results: The following are the main characteristics of the instruments examined. The Child and Adolescent Symptom Inventory 4&5, Parent Checklist (CASI-4&5) and Behavior Assessment System For Children - Parent Rating Scales 2&3 (BASC-2&3) include a high number of questions, with exploration extended to almost all possible pathologies. The Child Behavior Check-List (CBCL) has less items (113), but only 48 refer to DSM pathologies. The use of CASI, BASC and CBCL carries a cost because they are copyrighted. The Pediatric Symptom Checklist (P...
Comparison of parent adolescent scores on Strengths and Difficulties Questionnaire
DOAJ (DOAJ: Directory of Open Access Journals), 2013
Background: Child and adolescent psychiatry has benefited from the application of self-report questionnaires because it is short, less costly and easy to apply. So we select the Strengths and Difficulties Questionnaire (SDQ) and evaluate the agreement between the self-report and parent report form. Materials and Methods: Subjects were 1934 Adolescents , 11-18 years old. After obtaining the samples consent, SDQ parent rated form and self-rated form were filled. The collected data were analyzed using the STATA statistical package version 9. Results: The adolescents obtained higher total difficulty scores than their parents, but it was not significant (P = 0.203). Boys had higher total difficulty scores than girls by parent informant (P = 0.001), but by self-report girls had higher total difficulty scores than boys (P = 0.42). 11-14 years had higher total difficulty scores by parent report than self-report (P = 0.42), but 15-18 years had higher total difficulty scores by self-report than parent report (P = 0.36). Conclusion: SDQ self-rating from adolescents may contribute better to the diagnostic process in the clinical setting.
Medicina (Kaunas, Lithuania), 2004
This study investigated the inter-rater agreement between parents' reports and adolescents' self-reports of behavioral and emotional problems using cross-informant scales both cross-sectionally and longitudinally. Subjects were participants in a longitudinal study of 695 school-aged children from the general population, aged 7-10 during the first assessment. They were evaluated with the Child Behavior Checklist (completed by parents) and later, from 11 year-old, with the Youth Self-Report. The scoring format and factor structure of the two assessment instruments are similar; cross-informant syndromes constructed from the two instruments are based on parents' and self-report information. Measures included anxiety/depression, withdrawal, somatic complaints, aggression, delinquency and attention problems. Findings indicate that there is longitudinal stability in parents' ratings of children's behavioral problems. Our findings also confirm that adolescents, especiall...
Psychology in the Schools, 1998
The comparative validity of the child-report Classroom Screening Scale (CLASS) from the Personality Inventory for Youth (PIY), and the parent-report Adjustment Scale (ADJ) from the Personality Inventory for Children (PIC) was examined. The subjects were 111 children from fourththrough sixth-grade regular education classrooms. Children were classified as positive or negative for risk status on each screening scale using a cutoff of 60T. Parent description identified a higher proportion of children as at risk. Those identified as "at risk" by either parent or child report were more likely than others to have clinically elevated scores on both the PIC and PIY clinical scales. High scores on CLASS were more likely to have clinically significant elevations than were high scorers on ADJ. Parent report appeared to be sensitive to overt behavioral problems, while self-report was sensitive to mood disturbances and withdrawal.
2016
The Encuesta Nacional de Salud España 2006 [Spain National Health Survey 2006], conducted with the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997), indicated that between 19.2 and 26.6% of Spanish children and adolescents between the ages of 4 and 15 years old were at risk of mental health problems (Fajardo, León, Felipe, & Ribeiro, 2012). Previous studies carried out in Spain show similar prevalence rates of behavioural and emotional symptoms and disorders, both in the general population (Blanco et al., 2015; Bones, Pérez, Rodríguez-Sanz, Borrell, & Obiols, 2010; Haro et al., 2006) and in the child population (Cuesta et al., 2015; Diaz de Neira et al., 2015; Fonseca-Pedrero, Paino, Lemos-Giraldez, & Muñiz, 2012; Ortuño, Fonseca-Pedrero, Paino, & Aritio-Solana, 2014). Considering the possible methodological differences, these rates are similar to those found in epidemiological studies worldwide (Olfson, Blanco, Wang, Laje, & Correll, 2014; Polanczyk, Salum, Sugaya, Ca...
2019
Original Research Article Emotional and behavioral problems in children have emerged as a public health problem in Developing countries. Only few studies are done on the issue. Published evidence emphasizes the benefits of early interventions to prevent behavioral and emotional problems and poor school performance. Understanding of the epidemiology of behavioral and emotional disorders in children is a prerequisite for developing management plan and prevention strategy. Standardized questionnaires for measuring psychopathological symptoms in children has been Developed. The Strength and Difficulties questionnaire is a useful instrument to aid clinicians in diagnosis and could be used as part of the initial assessment process. The aim of study was to screen 5-11 year old school children in Dhaka city for emotional and behavioral problems using Strength and Difficulties Questionnaire (SDQ). A crosssectional study conducted during the period of January 2010 to December 2010 among 196 s...
Objective: Assess the screening efficiency of the caretaker-report CBCL and SDQ in community and clinical samples using published data. Methods: PyschInfo, Medline, and EMBASE were systematically searched to identify studies with appropriate efficiency data. Estimates of sensitivity and specificity were extracted from identified studies and used to generate summary likelihood ratio estimates on which the scales were compared. Summary estimates of sensitivity and specificity were calculated with respect to a ÔtrueÕ diagnosis to compare scales. Results: A total of 29 and 3 studies met inclusion criteria for CBCL and SDQ respectively. Summary estimates of the likelihood ratios for domains assessed by CBCL ranged from 3.86 (2.23, 6.69) to 4.87 (2.90, 8.18); and for SDQ from 5.02 (1.61, 15.63) to 8.32 (2.72, 25.48). Heterogeneity was low. For total problems, the SDQ caretaker-report was found to be most specific (0.93, 95% CI 0.92, 0.94) and the CBCL caretaker-report to be most sensitive (0.66, 95%CI 0.60, 0.73). Conclusions: This meta-analysis supports continued use of the CBCL and SDQ via caretaker-report in clinical and community samples. Additional research is required to determine if there is a true difference in efficiency between the two scales. Key Practitioner Message: • Published data on the Child Behaviour Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) indicate that both are efficient screeners for the identification of psychiatric disorders in youth. • Systematic reviews are a useful method for examining the utility of symptom scales to assess youth mental health disorders. • Dimensional symptom scales can be used to help identify areas of difficulty associated with mental health disorders in children and adolescents.
Development of Emotional and Behavioral Problems Scale for Adolescents
Pakistan Journal of Psychological Research, 2022
Funding information Fonds NutsOhra This retrospective longitudinal study in young children with neurofibromatosis type 1 (NF1) aimed to identify if, and how early problems in behavior, intelligence, and language development are associated with later behavioral problems. At the first assessment at preschool age, we evaluated language skills, intelligence, and emotional and behavioral problems as reported by parents. The second assessment at school-age we evaluated intelligence, and emotional and behavioral problems as reported by parents and teachers. Association of baseline assessments with secondary assessment was evaluated using multivariable linear regression analysis. Of the 61 patients (25 males, 36 females; mean age 4;5 years [SD 1;1 years]) with NF1 who had a first assessment, 38 children (21 males, 17 females; mean age 7;11 years [SD 2;1 years]) had a second assessment after a mean period of 3;5 years. Longitudinal data on behavioral problems were collected for 23 of these children. Intelligence and language development were not associated with internalizing problems. Parent-rated internalizing behavioral problems significantly increased with age in this subgroup. Baseline internalizing problems predicted later internalizing problems (adjusted R 2 = 0.33, p = 0.003). The presence of these problems at preschool age may be predictive of internalizing problems at a later age.
Developmental Medicine & Child Neurology, 2014
Attention-deficit-hyperactivity disorder ASDs Autism spectrum disorders DAWBA Development and Well-Being Assessment SDQ Strengths and Difficulties Questionnaire AIM This study investigated the diagnostic accuracy of the Strengths and Difficulties Questionnaire (SDQ) in a population of children born extremely preterm (<26wks gestation). METHOD Parents and teachers of 219 extremely preterm children (118 females, 101 males; age 11y) were asked to complete the SDQ to screen for psychological problems. Multiinformant ratings were aggregated using two methods: combined (parent or teacher rated the child with problems) and pervasive (parent and teacher rated the child with problems). Psychiatric diagnoses were assigned using the Development and Well-Being Assessment. RESULTS Pervasive ratings had the greatest diagnostic accuracy for emotional disorders (89%), conduct disorders (94%), attention-deficit-hyperactivity disorder (ADHD; 90%), and autism spectrum disorders (ASDs; 94%), but were associated with low sensitivity (≤50%). For clinical use, combined ratings were best for detecting emotional disorders (sensitivity 77%, specificity 75%), conduct disorders (83%, 88%), and ADHD (85%, 72%). Parent ratings were best for ASDs (93%, 66%). Teacher ratings significantly improved prediction over parent ratings alone for conduct disorders (Δv 2 =9.3, p=0.002) and ADHD (Δv 2 =24.1, p<0.001) only. INTERPRETATION Multi-informant data are preferable for assessing most mental health outcomes using the SDQ. As an outcome measure, pervasive ratings have the best predictive accuracy. For screening, combined ratings are best for detecting ADHD and emotional and conduct disorders. For ASDs, parent ratings were best.