Child Mental Health Problems in Arab Children: Application of the Strengths and Difficulties Questionnaire

Thabet, Abdel Aziz Mousa; Stretch, David; Vostanis, Panos

doi:10.1177/002076400004600404

Cited by 138 publications

(156 citation statements)

References 37 publications

Supporting

Mentioning

144

Contrasting

Unclassified

Order By: Relevance

“…Ratings were obtained from 9,998 parents and 7,313 teachers. Thabet et al (2000) identified a similar structure in an Arabian sample. Finally, Smedje, Broman, Hetta, and von Knorring (1999) also identified the five-factor structure with a Swedish sample, but showed significant gender differences in the item-factor loadings, especially on the Prosocial Behaviour and Hyperactivity-Inattention subscales.…”

Section: Strengths and Difficulties Questionnairementioning

confidence: 75%

“…Classifications above the 90th percentile predict a substantially higher probability of independently diagnosed psychiatric disorders (Goodman, 2001). Using these criteria, a number of studies have indicated that the SDQ is sensitive to "psychiatric caseness" (Fombonne, Simmons, Ford, Meltzer, & Goodman, 2003;Goodman, 1999;Goodman, Renfrew, & Mullick, 2000;Thabet, Stretch, & Vostanis, 2000).International studies reporting results of exploratory factor analyses support the five-scale structure of the SDQ. Exploratory factor analysis using a nationwide epidemiological sample of 10,438 British 5-to 14-year-olds supported the five-factor structure (Goodman, 2001).…”

mentioning

confidence: 99%

See 1 more Smart Citation

An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire.

Hill

Hughes

2007

School Psychology Quarterly

148

147

View full text Add to dashboard Cite

This study examined the factor structure of the parent and teacher versions of the Strengths and Difficulties Questionnaire (SDQ; R. Goodman, 1997) with a sample of first-grade children at risk for educational failure. The 5-factor model previously found in studies using exploratory factor analysis was fit to the data for both parent and teacher questionnaires. Fit indices for both versions were marginally adequate. Model fit was comparable across gender and ethnic groups. Factor fit for the parent questionnaire was invariant across parent educational level. The examination of convergent and discriminant validity included peer evaluations of each SDQ construct. Thus, each of the five constructs was evaluated by three sources (parent, teacher, and child). On the basis of D. T. Campbell and D. W. Fiske's (1959) multitrait-multimethod approach as well as a confirmatory factor analysis using the correlated uniqueness model, the SDQ has good convergent validity but relatively poor discriminant validity. KeywordsStrengths and Difficulties Questionnaire; confirmatory factor analysis; correlated uniqueness model; multitrait-multimethod; validity Several reports have documented the magnitude and range of risk conditions that children and youths confront in their daily lives (Annie E. Casey Foundation, 2004). Nearly one in five children in the United States live in poverty and experience the multiple, layered risks associated with poor homes and poor communities (Evans, 2004;U.S. Census Bureau, 2002). As a result of widespread risk conditions and low access to preventive or remedial mental health services, approximately 20% of children living in the United States have a diagnosable mental disorder, and 9% to 13% of children have severe emotional disorders that impair their functioning at home or school (Friedman, Katz-Leavy, Manderscheid, & Sondheimer, 1996). Consequently, at least 25% of children in the United States are at serious risk of not achieving "productive adulthood" (National Research Council, 1993). These statistics on population-level risk among youth, combined with a rapidly expanding array of empirically supported mental health prevention programs, have led to renewed calls for an increased emphasis on deploying empirically supported prevention programs into children's natural settings. The Surgeon General's National Action Agenda for Children's Mental Health (U.S. Public Health Service, 2002) has recommended that prevention programs be embedded into schools and other child-serving institutions, and the National Institute of Mental Health (NIMH) has targeted significant resources toward efforts to disseminate such programs into Correspondence concerning this article should be addressed to Jan N. Hughes, 4225 TAMU, College Station, TX 77840-4225. E-mail: jhughes@tamu.edu. Action Editor: Melissa A. Bray. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript schools and other community settings. As school psychologists increasingly move into prevention and public ...

show abstract

Section: Strengths and Difficulties Questionnairementioning

confidence: 75%

mentioning

confidence: 99%

An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire.

Hill

Hughes

2007

School Psychology Quarterly

148

147

View full text Add to dashboard Cite

show abstract

“…***p < .001. (Muris et al, 2003) but not among Norwegian adolescents (Ronning et al, 2004), American parents (Dickey & Blumberg, 2004), Arab children, parents and teachers living in the Gaza strip (Thabet et al, 2000), and Congolese teachers (Kashala et al, 2005). These inconsistencies in findings may be due to differences in methods (e.g., confirmatory vs. exploratory analysis) or to differences in the underlying constructs.…”

Section: Discussionmentioning

confidence: 98%

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

Zwirs

Burger

Schulpen

et al. 2010

Journal of Cross-Cultural Psychology

View full text Add to dashboard Cite

The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch ( n = 684) and Moroccan ( n = 702), Turkish ( n = 434), and Surinamese ( n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Questionnaire to be invariant across children’s ethnicity and gender. Additionally, the factor structure appeared to be similar for Dutch and Surinamese teachers. However, mean scores on emotional problems, hyperactivity, conduct problems, prosocial behavior, and impairment varied significantly according to ethnicity and gender. Mean scores on peer problems differed significantly for boys and girls, but not across ethnicity. Whether mean differences reflect a method bias or actual differences in classroom behaviors is discussed and needs further research.

show abstract

“…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%

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

111

145

View full text Add to dashboard Cite

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.

show abstract

Child Mental Health Problems in Arab Children: Application of the Strengths and Difficulties Questionnaire

Cited by 138 publications

References 37 publications

An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire.

An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire.

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

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

Contact Info

Product

Resources

About