Cross-Informant Agreement and Stability of the Strengths and Difficulties Questionnaire Among Finnish Mainstream and Special Education Students

Lappalainen, Kristiina; Savolainen, Hannu; Sointu, Erkko; Epstein, Michael H.

doi:10.1080/21683603.2013.848177

Cited by 3 publications

(1 citation statement)

References 48 publications

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“…Whilst we compared data from the same informant at both time points, none of the included studies used teacher rating. Teacher ratings provide an important perspective as they have a wide range of reference to assess the level of children's difficulties, and in addition, they observe children's behaviours in a different context, which is especially important in the assessment of hyperactivity, inattention and impulsivity (Johnson, Hollis, Marlow, Simms, & Wolke, 2014 ; Lappalainen, Savolainen, Sointu, & Epstein, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

Annual Research Review: The impact of Covid‐19 on psychopathology in children and young people worldwide: systematic review of studies with pre‐ and within‐pandemic data

Newlove‐Delgado

Russell

Mathews

et al. 2022

Child Psychology Psychiatry

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Background: The high volume and pace of research has posed challenges to researchers, policymakers and practitioners wanting to understand the overall impact of the pandemic on children and young people's mental health. We aimed to search for and review the evidence from epidemiological studies to answer the question: how has mental health changed in the general population of children and young people? Methods: Four databases (Medline, CINAHL, EMBASE and PsychINFO) were searched in October 2021, with searches updated in February 2022. We aimed to identify studies of children or adolescents with a mean age of 18 years or younger at baseline, that reported change on a validated mental health measure from prepandemic to during the pandemic. Abstracts and full texts were double-screened against inclusion criteria and quality assessed using a risk of bias tool. Studies were narratively synthesised, and meta-analyses were performed where studies were sufficiently similar. Results: 6917 records were identified, and 51 studies included in the review. Only four studies had a rating of high quality. Studies were highly diverse in terms of design, setting, timing in relation to the pandemic, population, length of follow-up and choice of measure. Methodological heterogeneity limited the potential to conduct meta-analyses across studies. Whilst the evidence suggested a slight deterioration on some measures, overall, the findings were mixed, with no clear pattern emerging. Conclusions: Our findings highlight the need for a more harmonised approach to research in this field. Despite the sometimes-inconsistent results of our included studies, the evidence supports existing concerns about the impact of Covid-19 on children's mental health and on services for this group, given that even small changes can have a significant impact on provision at population level. Children and young people must be prioritised in pandemic recovery, and explicitly considered in planning for any future pandemic response.

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Section: Discussionmentioning

confidence: 99%

Annual Research Review: The impact of Covid‐19 on psychopathology in children and young people worldwide: systematic review of studies with pre‐ and within‐pandemic data

Newlove‐Delgado

Russell

Mathews

et al. 2022

Child Psychology Psychiatry

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Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

Ikävalko

Sointu

Lambert

et al. 2022

European Journal of Special Needs Education

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A Systematic Review of Some Reliability and Validity Issues regarding the Strengths and Difficulties Questionnaire Focusing on Its Use in Out-of-Home Care

Bergström

Baviskar

2020

Journal of Evidence-Based Social Work

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Purpose: A systematic review was conducted to analyze the inter-rater reliability, cross-informant consistency, test-retest reliability, and temporal stability of the Strengths and Difficulties Questionnaire (SDQ), and its ability to discriminate. Method: We searched three databases for articles about the SDQ (parent, teacher, and self-report version), used samples of children up to age 18 and reported inter-rater reliability, cross-informant reliability, test-retest reliability, temporal stability, specificity, sensitivity, positive predictive value (PPV), and negative predictive value (NPV). Results: Focusing on the TDS, inter-rater, and cross-informant reliability showed acceptable values, but respondent types (e.g., mothers and fathers) are not interchangeable. Test-retest reliability and temporal stability were also acceptable, and not excessively high. Specificity and NPV were acceptable but not sensitivity and PPV. Discussion and Conclusion: Greater transparency is needed about who the respondent is when the term "parents" is used. The SDQ is an important supplement to service-as-usual assessments by social care professionals.

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Cross-Informant Agreement and Stability of the Strengths and Difficulties Questionnaire Among Finnish Mainstream and Special Education Students

Cited by 3 publications

References 48 publications

Annual Research Review: The impact of Covid‐19 on psychopathology in children and young people worldwide: systematic review of studies with pre‐ and within‐pandemic data

Annual Research Review: The impact of Covid‐19 on psychopathology in children and young people worldwide: systematic review of studies with pre‐ and within‐pandemic data

Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

A Systematic Review of Some Reliability and Validity Issues regarding the Strengths and Difficulties Questionnaire Focusing on Its Use in Out-of-Home Care

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