Problems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire

Adams, Joanne B.; Snowling, Margaret J.; Hennessy, Sue; Kind, Paul

doi:10.1348/000709999157905

Cited by 69 publications

(67 citation statements)

References 13 publications

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“…However, our purposes were to determine whether the SDQ evinces equivalent factor structure with ethnically diverse samples and to test its convergent and discriminant validity. Because minority children are more likely to have low literacy skills (U.S. Department of Education, 2005) and because children with relatively low literacy skills are more likely to develop mental health problems (Adams, Snowling, Hennessy, & Kind, 1999), our sample was an appropriate and relevant one for the study's purposes. Standardized correlated uniquenesses model.…”

Section: Discussionmentioning

confidence: 99%

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

Hill

Hughes

2007

School Psychology Quarterly

148

147

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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 ...

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Section: Discussionmentioning

confidence: 99%

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

Hill

Hughes

2007

School Psychology Quarterly

148

147

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“…However, the presence of negative parenting techniques such as poor supervision, inconsistent discipline and corporal punishment as described by (Shelton, Frick, & Wootton, 1996) may contribute to children displaying negative behaviour (Essau, Sasagawa, & Frick, 2006), which in turn is linked to poor academic achievement (Adams, Snowling, Hennessy, & Kind, 1999;Gutman & Vorhaus, 2012). In addition, Gámez-Guadix, Straus, Carrobles, Muñoz-Rivas and Almendros (2010) found that parents using corporal punishment significantly increased the probability of their children expressing antisocial traits or negative behaviours.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Parenting Styles on Behavioral Problems in Primary School Children: A Cross-Cultural Review

Sangawi¹,

Adams²,

Reissland³

2015

ASS

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“…At age 13, however, both boys and girls with severe reading difficulties had higher scores on parentrated anxiety-withdrawal than controls (McGee, Share, Moffitt, Williams, & Silva, 1988). A UK school-based study documented significant correlations between reading difficulties and emotional problems in 8-to 11-year-olds, which remained when controlled for both verbal and nonverbal IQ (Adams, Snowling, Hennessy, & Kind, 1999). Finally, Boetsch, Green, and Pennington (1996) explored internalizing difficulties in both community and referred samples of poor readers of different ages (children, adolescents, and adults).…”

Section: Introductionmentioning

confidence: 99%

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Maughan

Rowe

Loeber

et al. 2003

Journal of Abnormal Child Psychology

149

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Although reading difficulties show well-established overlaps with disruptive behavior disorders in childhood, much less is known about reading-disabled children's vulnerability to emotional difficulties. Using longitudinal data from 6 assessments of boys in the Pittsburgh Youth Study, we found robust links between severe, persistent reading problems and increased risk for depressed mood in a community sample of boys aged 7 and 10 years at initial assessment, though not in those who had already entered their teens. These associations could not be accounted for in terms of selected family risks or comorbid disruptive behaviors; instead, the pattern of the findings pointed to the existence of more direct causal processes whereby reading problems influence younger boys' risk of depressed mood.

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Problems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire

Abstract: The study highlights the importance of assessing both cognitive skills and behaviour, particularly when planning the educational management of children with reading difficulties.

Cited by 69 publications

References 13 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.

The Effects of Parenting Styles on Behavioral Problems in Primary School Children: A Cross-Cultural Review

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