Characteristics of the Strengths and Difficulties Questionnaire in Preschool Children

Theunissen, M.H.C.; Vogels, A.G.C.; Wolff, M.S. de; Reijneveld, Sijmen A.

doi:10.1542/peds.2012-0089

Cited by 74 publications

(83 citation statements)

References 37 publications

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“…Validation of the SDQ has been extensively documented. 33 Table 2 reports the correlations between parent and teacher SDQ reports and the means and SDs for all child outcomes.…”

Section: Figurementioning

confidence: 99%

Breastfeeding, Cognitive and Noncognitive Development in Early Childhood: A Population Study

2017

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BACKGROUND AND OBJECTIVES:There is mixed evidence from correlational studies that breastfeeding impacts children's development. Propensity score matching with large samples can be an effective tool to remove potential bias from observed confounders in correlational studies. The aim of this study was to investigate the impact of breastfeeding on children's cognitive and noncognitive development at 3 and 5 years of age.

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“…Validation of the SDQ has been extensively documented. 33 Table 2 reports the correlations between parent and teacher SDQ reports and the means and SDs for all child outcomes.…”

Section: Figurementioning

confidence: 99%

Breastfeeding, Cognitive and Noncognitive Development in Early Childhood: A Population Study

2017

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“…However, only 4 studies [15][16][17][18] have done so, and none performed a single comprehensive assessment of convergent, discriminant, and criterion validity, measurement invariance across time, and internal reliability.…”

Section: What This Study Addsmentioning

confidence: 99%

“…The previous studies were based in The Netherlands, 15 Spain, 16 Germany, 17 and Japan. 18 Each supported a 5-factor configuration.…”

Section: What This Study Addsmentioning

confidence: 99%

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Validity of the Strengths and Difficulties Questionnaire in Preschool-Aged Children

Croft¹,

et al. 2015

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BACKGROUND: The Strengths and Difficulties Questionnaire (SDQ) is widely used to screen for child mental health problems and measure common forms of psychopathology in 4-to 16-year-olds. Using longitudinal data, we examined the validity of a version adapted for 3-to 4-year-olds. METHODS:We used SDQ data from 16 659 families collected by the Millennium Cohort Study, which charts the development of children born throughout the United Kingdom during [2000][2001]. Parents completed the preschool SDQ when children were aged 3 and the standard SDQ at ages 5 and 7. The SDQ's internal factor structure was assessed by using confirmatory factor analysis, with a series of competing models and extensions used to determine construct, convergent, and discriminant validity and measurement invariance over time. Predictive validity was evaluated by examining the relationships of age 3 SDQ scores with age 5 diagnostic measures of attention-deficit/hyperactivity disorder, autism spectrum disorder/Asperger syndrome, and teacher-reported measures of personal, social, and emotional development. RESULTS:Confirmatory factor analysis supported a 5-factor measurement model. Internal reliability of subscales ranged from v = 0.66 (peer problems) to v = 0.83 (hyperactivity). Itemfactor structures revealed measurement invariance over time. Strong positive correlations between ages 3 and 5 SDQ scores were not significantly different from correlations between age 5 and 7 scores. Conduct problems and hyperactivity subscales independently predicted developmental and clinical outcomes 2 years later.CONCLUSIONS: Satisfactory psychometric properties of the adapted preschool version affirm its utility as a screening tool to identify 3-to 4-year-olds with emotional and behavioral difficulties. WHAT'S KNOWN ON THIS SUBJECT:Although the psychometric properties of the school-age Strengths and Difficulties Questionnaire (SDQ) have been extensively examined by using longitudinal data, the preschool version of the SDQ has only been explored in a limited number of cross-sectional studies. WHAT THIS STUDY ADDS:This is the first psychometric study of the preschool SDQ using longitudinal data. We report measurement invariance over time, satisfactory reliability, construct and criterion validity, and predictive utility for subsequent behavioral problems (4 years) and clinical disorders (2 years). Ms Croft contributed to the choice of analysis, carried out the analyses, and drafted the manuscript; Dr Stride conceptualized and designed the analyses and reviewed and revised the manuscript; Dr Maughan conceptualized the study and critically reviewed the manuscript; Dr Rowe coordinated the research team, contributed to the choice of analysis, and reviewed and revised the manuscript; and all authors approved the final manuscript as submitted.www.pediatrics.org/cgi

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“…The SDQ is one of the most commonly used behavioural tools in assessing psychosocial difficulties and social competence as it can be administered in a short period of time, has been identified as a good screening tool, and is positively worded (Stone, Otten, Engels, Vermulst, & Jansseens, 2010). The psychometric properties of the SDQ have been validated with children as young as three years and are in the acceptable range (Stone et al, 2010;Theunissen, Vogels, de Wolff, & Reijneveld, 2013). Cronbach's alpha for the prosocial scale in the current sample was acceptable, .66…”

Section: Main Variablesmentioning

confidence: 99%

Expressive language and prosocial behaviour in early childhood: Longitudinal associations in the UK Millennium Cohort Study

Girard

Pingault

Doyle

et al. 2016

European Journal of Developmental Psychology

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Characteristics of the Strengths and Difficulties Questionnaire in Preschool Children

Abstract: The SDQ is a valid tool for the identification of psychosocial problems in preschool-aged children by PCH. However, the low reliability of some SDQ subscales does not justify use of these subscales for decisions about further treatment.

Cited by 74 publications

References 37 publications

Breastfeeding, Cognitive and Noncognitive Development in Early Childhood: A Population Study

Breastfeeding, Cognitive and Noncognitive Development in Early Childhood: A Population Study

Validity of the Strengths and Difficulties Questionnaire in Preschool-Aged Children

Expressive language and prosocial behaviour in early childhood: Longitudinal associations in the UK Millennium Cohort Study

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