Psychometric properties of online administered parental strengths and difficulties questionnaire (SDQ), and normative data based on combined online and paper-and-pencil administration

Björnsdotter, Annika; Enebrink, Pia; Ghaderi, Ata

doi:10.1186/1753-2000-7-40

Cited by 60 publications

(90 citation statements)

References 38 publications

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“…SDQ has shown good psychometric properties indicated by satisfying internal consistency, test-retest stability and inter-rater agreement, as well as proper criterion validity when compared with other measures of psychopathology [43]. The proposed factor structure has also been replicated and confirmed with a Swedish population [44,45]. The subscales capturing peer problems, hyperactivity-inattention, pro-social behaviors as well as the total sum score were used in the current study.…”

Section: Strength and Difficulties Questionnaire (Sdq)mentioning

confidence: 97%

Eighteen-Month Follow-Up of Internet-Based Parent Management Training for Children with Conduct Problems and the Relation of Homework Compliance to Outcome

Högström

Enebrink

Melin

et al. 2014

Child Psychiatry Hum Dev

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The primary aim of the present study was to evaluate if previously reported treatment gains of a parent management training (PMT) program, administered via Internet, were retained from post to the 18-month follow-up. Another aim was to evaluate homework compliance as a predictor of short and long-term outcomes. Participants were parents of 58 children (3-11 years) with conduct problems who received a 10-week self-directed PMT program, with limited therapist support. Parents of 32 children (55.2 %) responded at all measurement point (baseline, post-test and follow-up) and analyses showed that child conduct problems continued to decrease during the 18-month period after the intervention whereas parenting skills deteriorated somewhat from post treatment. Pre- to post-treatment change in child conduct problems was predicted by parental engagement in homework assignments intended to reduce negative child behaviors. The findings provide support for the use of Internet-based PMT and stress the importance of parental compliance to homework training.

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Section: Strength and Difficulties Questionnaire (Sdq)mentioning

confidence: 97%

Eighteen-Month Follow-Up of Internet-Based Parent Management Training for Children with Conduct Problems and the Relation of Homework Compliance to Outcome

Högström

Enebrink

Melin

et al. 2014

Child Psychiatry Hum Dev

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“….06 Prosocial 8 (7-9) 9 (8-10) 8 (8-9) 9.5 (8.5-10) 9 (8.5-10) 9 (7)(8)(9) .02* Total difficulties score 8 (5-12) 6 (4-8) 6 (4-11) 6 (4-10.5) 6.5 (4.5-11) 9 (7)(8)(9)(10)(11)(12) …”

Section: Sample Characteristicsmentioning

confidence: 99%

“…A recent study showed excellent psychometric properties, including internal consistency reliability and construct validity, for the Swedish parental version of the SDQ in online and paper-and-pencil versions (7). Research on the SDQ in Sweden began with a study in 1999 and is still ongoing.…”

Section: Introductionmentioning

confidence: 99%

Child self-report and parent ratings for the Strengths and Difficulties Questionnaire: Norms and agreement in a Swedish random population sample

Liu

Engström

Jadbäck

et al. 2017

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: The Strengths and Difficulties Questionnaire (SDQ) measures behavioral problems among children and adolescents. Prior research in Sweden has included child self-report or parent ratings from community or population data. Objective: To provide child-reported and parent-rated SDQ norms for 11-to 16-year-olds, as well as data on child-parent agreement and parental sociodemographic correlates: education, employment status, and quality of life. Method: A random population sample with 600 children aged 11 to 16 years, 100 per age group, and one of their parents (N=1200) yielded a sampling pool of 1158 participants and a 34.8% response rate, including 175 child-parent pairs and 27 and 26 child/parent singletons. Responses to child and parent versions of the extended SDQ were analyzed by child gender and age. Child-parent agreement was evaluated using the Prevalence-and Bias-Adjusted Kappa and Bland-Altman plots. Results: Older children reported greater difficulties compared with younger children, while girls reported a higher negative impact of difficulties on daily life in comparison to boys. Child-parent item-by-item agreement was fair to slight on 15 of the 25 SDQ items, perfect to moderate on 9 items, and less than chance on 1 item, but generally high regarding dichotomous assignment to the "raised difficulties" or "normal" groups, based on subscales and the total SDQ score. Greater difficulties for children were reported by parents born outside Sweden, parents of children born outside Sweden, parents lacking regular employment, and parents with lower education or lower quality of life. In relation to other child-parent pairs, parents born outside Sweden perceived greater difficulties for their children compared with the children's own ratings. Parents with better physical health and social relationships rated their children as having fewer difficulties compared with the rates reported by children. Conclusions: Gender differences contrasted with prior Swedish studies showing higher ratings for boys on hyperactivity and total difficulties and for girls on emotional symptoms. However, findings on increased difficulties with age concurred with prior studies. Research on children's mental health should be widely and systematically conducted at regular intervals and encompasses large, representative samples in order to inform national public health and health-care policy regarding measures to support children and enhance their mental health.

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“…Responses to each of the five peer problem items (e.g., playing alone; being bullied and generally not liked by other children) were assessed on a 3-point Likert scale (not true, somewhat true, or certainly true). The psychometric properties are well established (Bjornsdotter, Enebrink, & Ghaderi, 2013; Bourdon, Goodman, Rae, Simpson, & Koretz, 2005; Goodman, 2001). In the current study, the reliability of the peer problems subscale was adequate ( α = .74).…”

Section: Methodsmentioning

confidence: 99%

Interactive Effects of Psychosocial Stress and Early Pubertal Timing on Youth Depression and Anxiety: Contextual Amplification in Family and Peer Environments

et al. 2015

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While off-time pubertal development has emerged as a potential risk factor for both symptoms of depression and anxiety in youth, the literature is mixed and inconsistent as to (1) how early versus late pubertal timing confers risk for both boys and girls, (2) if the conferred risk is distinct between symptoms of anxiety and depression, and (3) under what social contexts (e.g., family environment, peer relationships) off-time pubertal development may emerge as a potent risk factor for these symptoms. The present study examined the impact of perceived pubertal timing on symptoms of anxiety and depression in two distinct psychosocial contexts: parent’s perceptions of their own harsh parenting and parent’s perceptions of their child’s peer problems. The sample consisted of 412 parents (M = 38.6 years old, SD = 7.8, 60.4% mothers) of children between the ages of eight and seventeen (M = 12.13, SD = 2.97, 45.4% girls). All constructs were assessed by parent reports. Linear multiple regression analyses revealed that the interaction between earlier pubertal timing and greater peer problems was significantly related to higher youth depressive and anxiety symptoms. The interaction between earlier pubertal timing and greater harsh discipline was significantly related to higher youth anxiety but not depressive symptoms. Youth gender did not qualify findings. Results suggest that the contextual amplification process of early pubertal timing may occur in both high stress family and peer environments and impact both girls and boys.

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Psychometric properties of online administered parental strengths and difficulties questionnaire (SDQ), and normative data based on combined online and paper-and-pencil administration

Cited by 60 publications

References 38 publications

Eighteen-Month Follow-Up of Internet-Based Parent Management Training for Children with Conduct Problems and the Relation of Homework Compliance to Outcome

Eighteen-Month Follow-Up of Internet-Based Parent Management Training for Children with Conduct Problems and the Relation of Homework Compliance to Outcome

Child self-report and parent ratings for the Strengths and Difficulties Questionnaire: Norms and agreement in a Swedish random population sample

Interactive Effects of Psychosocial Stress and Early Pubertal Timing on Youth Depression and Anxiety: Contextual Amplification in Family and Peer Environments

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