The Strengths and Difficulties Questionnaire (SDQ) for preschool children—a Swedish validation

Gustafsson, Berit M.; Gustafsson, Per A.; Proczkowska-Björklund, Marie

doi:10.1080/08039488.2016.1184309

Cited by 46 publications

(52 citation statements)

References 15 publications

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“…The two subscales, conduct problems and hyperactivity problems, were used to measure externalizing behaviour difficulties. A study using partly the same data as in this study has reported good content and construct validity, as well as intra-rater reliability (Gustafsson B. M., Gustafsson, & Proczkowska-Björklund, 2015). While earlier studies (Hong et al, 2015;Searle et al, 2013) indicate that hyperactivity has a negative impact on engagement, there is a lack of research on how conduct problems may influence the child's engagement.…”

Section: Methodsmentioning

confidence: 54%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschoolSjöman, M.; Granlund, M.; and Almqvist, L. CHILD, Jonkoping University, Sweden AbstractThis study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18 to 71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement.Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

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Section: Methodsmentioning

confidence: 54%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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“…There are also additional questions on functional impairment at home, in school and with friends (not used in this study). Earlier psychometric studies have also shown good psychometric properties (e.g., Ortuno-Sierra et al, 2015) in a Swedish context (Gustafsson et al, 2016;Smedje et al, 1999) where it has been shown to differentiate clinical from non-clinical groups (Malmberg et al, 2009) and is considered a valuable instrument for screening children and adolescents. It was translated into Swedish by Smedje and colleagues and its psychometric properties were investigated in a sample of 900 children (Smedje et al, 1999).…”

Section: Methodsmentioning

confidence: 96%

Validation of the Systemic Clinical Outcome and Routine Evaluation (SCORE‐15) self‐report questionnaire: index of family functioning and change in Swedish families

Zetterqvist

Hånell

Wadsby

et al. 2019

Journal of Family Therapy

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Instruments for evaluating the progress and outcome of systemic therapeutic treatments in clinical practice need to be easily administered and have sound psychometric properties. The Systemic Clinical Outcome and Routine Evaluation, 15‐item version (SCORE‐15), is a self‐report instrument that measures aspects of family functioning. This study investigates the psychometric qualities of a Swedish version of SCORE‐15. Seventy Swedish families with healthy children and 159 families with children with psychiatric or behavioural problems were included in the study, resulting in a total of 397 individuals. Results showed that SCORE‐15 differentiated clinical from non‐clinical families with acceptable psychometric properties for test‐retest, internal consistency, convergent and construct validity, as well as sensitivity to change for the clinical sample. The three‐factor solution of strengths, difficulties and communication was tested. Results imply preliminary psychometric support for the use of the Swedish version of SCORE‐15 to evaluate progress and outcome in clinical practice.Practitioner points SCORE‐15 is an easily administered questionnaire suitable for use in clinical practice to evaluate systemic therapeutic progress and outcome The Swedish version of SCORE‐15 has acceptable psychometric properties

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“…The Strengths and Difficulties Questionnaire (SDQ) was used to measure children's behavior difficulties and prosocial skills (Goodman, 1997;Gustafsson et al, 2016). The instrument consists of 25 items with five subscales: emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial skills, on a three-point Likert scale from 0 to 2: "not at all" The numbers and percentages do not add up to the number of the total sample, since some children display difficulties in two or more areas.…”

Section: Behavior Difficultiesmentioning

confidence: 99%

Special Support for Behavior Difficulties and Engagement in Swedish Preschools

et al. 2018

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The Strengths and Difficulties Questionnaire (SDQ) for preschool children—a Swedish validation

Cited by 46 publications

References 15 publications

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Validation of the Systemic Clinical Outcome and Routine Evaluation (SCORE‐15) self‐report questionnaire: index of family functioning and change in Swedish families

Special Support for Behavior Difficulties and Engagement in Swedish Preschools

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