Use of the Teacher Version of the Strengths and Difficulties Questionnaire with German and American Preschoolers

Downs, Andrew; Strand, Paul S.; Heinrichs, Nina; Cerna, Sandra

doi:10.1080/10409289.2010.532082

Cited by 18 publications

(21 citation statements)

References 44 publications

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“…Six studies assessed test-retest reliability of the SDQ (sample size median 592, range 34-2091, Table 6) [11,25,38,40,63,70]. In most cases, the methodological quality of the studies was fair.…”

Section: Test-retest Reliabilitymentioning

confidence: 99%

“…Twenty-seven studies evaluated the structural validity of the SDQ as specified by Goodman, of which 17 used a CFA and were included (Table 3 and Supplementary file 2, median sample size 1068, range 129-56864) [24,35,38,39,43,[45][46][47][48][49][50][51][52][53][54][55][56]. One study carried out a CFA on each of the SDQ scales and is therefore not included in table 3 [54].…”

Section: Structural Validitymentioning

confidence: 99%

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A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Kersten

Czuba

McPherson

et al. 2015

International Journal of Behavioral Development

118

140

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Objective: A systematic review aiming to identify and critically appraise evidence for the validity and reliability of the Strengths and Difficulties Questionnaire in pre-school children (aged 3-5). Method:The review followed the Preferred Reporting Items for Systematic Reviews and Meta- Results: 41 studies were included (56 manuscripts). Two qualitative studies examined content and cultural validity, revealing issues with some questions. Six studies discussed language validations and recommended some changes to the wording. Evidence for discriminative validity was good (Area Under the Curve ≥ 0.80) as was evidence for convergent validity (weighted average correlation coefficients ≥0.50), except for the Pro-social scale. There was limited support for discriminant validity but good evidence for the 5-factor structural validity of the tool. One study demonstrated measurement invariance across ethnicity. Sensitivity was below 70% and specificity above 70% in most studies that examined this. One study showed that caseness indicators varied between countries. Internal consistency of the total difficulty scale was good (weighted average Cronbach's alpha parents' and teachers' version 0.79 and 0.82) but weaker for other subscales (weighted average parents' and teachers' range 0.49-0.69 and 0.69-0.83). Inter-rater reliability between parents was moderate (correlation coefficients range 0.42-0.64) and between teachers strong (range 0.59-0.81). Cross-informant consistency was weak to moderate (weighted average correlation coefficients range 0.25-0.45).Test-retest reliability was mostly inadequate. One study demonstrated moderate size effect sizes.Conclusions: Evidence for a number of psychometric properties is strong. However, the lack of evidence for test-retest reliability, cultural validity and criterion validity should be addressed given the wide-spread implementation of the tool in routine clinical practice, including in New Zealand. Furthermore, the moderate level of consistency between different informants indicate that an assessment of a pre-schooler should not rely on a single informant.

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Section: Test-retest Reliabilitymentioning

confidence: 99%

Section: Structural Validitymentioning

confidence: 99%

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Kersten

Czuba

McPherson

et al. 2015

International Journal of Behavioral Development

118

140

View full text Add to dashboard Cite

show abstract

“…The SDQ has been validated and used across many different linguistic and cultural contexts (Croft et al, 2015), including Singapore (Bull et al, 2016). The subscales of this assessment tool have significant correlations with clinical diagnoses of related behavioral issues (Downs et al, 2012), and are useful in research contexts as well. SDQ is considered the most appropriate tool for assessing children’s social and emotional wellbeing by some researchers (Australian Institute of Health and Welfare, 2012).…”

Section: Methodsmentioning

confidence: 99%

Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?

Sun

2019

Front. Psychol.

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The current study seeks to illustrate the relationships between child bilinguals’ mother tongue language (MTL) exposure and reading activities at home, children’s receptive MTL proficiency, and their socio-emotional and behavioral skills (SEBS). Data from 202 Singapore preschoolers (4–5 years old) who are learning English and Mandarin were analyzed. A parental questionnaire and standard Mandarin tests (i.e., receptive vocabulary, receptive grammar) were used to assess children’s Mandarin language-literacy environment at home, as well as their receptive language skills in Mandarin. Children’s SEBS were evaluated with the strengths and difficulties questionnaire (SDQ) (parental version). A series of variables which might influence SEBS and MTL proficiency (e.g., gender and SES) were controlled and SEMs were used to conduct data analysis. Results demonstrated that both Mandarin language and literacy environmental factors are related to children’s receptive language outcomes in Mandarin, while only literacy environmental factors associate with children’s difficulty level, and prosocial skills. This suggests that good parental support in bilingual children’s MTL literacy should be promoted not only for the sake of their early language development but also because of the potential benefits to their social emotional wellbeing.

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“…In addition to the individual scale scores, a total difficulties score is calculated by summing the scores from the hyperactivity, emotional symptoms, conduct problems, and peer problems scales. Psychometric studies of the SDQ reveal it to be a reliable and valid method for assessing all five of the constructs it was designed to measure for English‐ and Spanish‐speaking samples (Achenbach et al., ; Downs, Strand, Heinrichs, & Cerna, ). For the present sample, internal consistency for all SDQ subscales at both time 1 and time 2 was satisfactory or good, based on Cronbach alpha scores that ranged from a low of .63 (conduct problems at time 1) to a high of .88 (hyperactivity at time 2).…”

Section: Methodsmentioning

confidence: 99%

Exploring the Bidirectionality of Emotion Understanding and Classroom Behavior with Spanish‐ and English‐speaking Preschoolers Attending Head Start

et al. 2015

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The present study investigated time-dependent relationships between emotion understanding and the behavioral adjustment of preschoolers over a single school year using a latent variable structural equation modeling framework. Teacher reports of child behavior (hyperactivity, emotion symptoms, conduct problems, peer problems, and prosocial behavior) and performance assessments of emotion understanding were obtained twice at a 6-month interval for a sample of 281 preschoolers (159 boys and 122 girls, with mean age = 52.40 months) from English-(N = 158) and Spanish-speaking (N = 123) backgrounds. Emotion understanding and behavior were stable over time, and cross-sectional associations between them were in expected directions. Cross-lagged paths revealed that the behavior variables significantly associated with emotion understanding across time were hyperactivity, emotion symptoms, and peer problems, and that behavior variables were generally better predictors of emotion understanding than vice versa. Differences across gender and language groups suggest a stronger and more complex bidirectional relationship between emotion understanding and behavior for girls and for Spanishspeaking children compared wth boys and English-speaking children. Results are discussed with respect to the value of exploring cross-lagged relationships and the potential importance of gender and culture as determinants of those relationships. MeasuresEmotion Understanding. The more complex of the two EUA factors was used to estimate emotion understanding in the present study (Howlin et al., 1999). This factor Emotion Understanding and Classroom Behavior 5 Note: RMSEA = root mean square error of approximation; SDQ = Strengths and Difficulties Questionnaire; SRMR = standardized root mean square residual.

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Use of the Teacher Version of the Strengths and Difficulties Questionnaire with German and American Preschoolers

Cited by 18 publications

References 44 publications

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?

Exploring the Bidirectionality of Emotion Understanding and Classroom Behavior with Spanish‐ and English‐speaking Preschoolers Attending Head Start

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