Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile

Holtmann, Martin; Becker, Andreas; Banaschewski, Tobias; Rothenberger, Aribert; Roessner, Veit

doi:10.1159/000318164

Cited by 61 publications

(131 citation statements)

References 54 publications

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“…Two [11,33] were excluded as they did not evaluate the original 5-factor structure; the sample size for one was too small [34]; and one did not meet our predefined criteria [35] for convergent validity set out in box 1 (i.e. they looked at convergence of the scores between parent and teacher versions of SDQ, rather than between SDQ and another measure).…”

Section: Convergent Validitymentioning

confidence: 99%

“…However, six of them [11,23,25,27,32,33] evaluated the ability of the SDQ to differentiate between extreme groups of respondents, i.e. discriminative validity rather than discriminant (Box 1), and as such they are reported under discriminative validity section.…”

Section: Discriminant Validitymentioning

confidence: 99%

“…Five were not included in data synthesis: two did not look at the original 5-factor structure [33,68]; one reported scores combined across subscales [69] and one across samples [54]; with sample size for one being too small (n=48) [34].…”

Section: Internal Consistencymentioning

confidence: 99%

See 2 more Smart Citations

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

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: Convergent Validitymentioning

confidence: 99%

Section: Discriminant Validitymentioning

confidence: 99%

See 1 more Smart Citation

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

140

View full text Add to dashboard Cite

show abstract

“…In addition, there is a growing consensus that the CBCL-DP phenotype should be considered an indicator of poor self-regulation, overall psychopathology, symptom severity, exposure to psychosocial adversity and functional impairment [12,13,14,15,16,17], as well as a heritable trait that increases susceptibility for later psychopathology and impairment [5,17,18]. Therefore, a widespread detection of this dysregulation profile has been encouraged in order to improve clinical assessment, prevention and treatment of severe dysregulation in children and adolescents [13,19]. …”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, Holtmann et al [19] conducted a cross-sectional study in a clinical population to delineate an equivalent of the CBCL-DP based on a widely used and well-established screening behavioral questionnaire: the Strengths and Difficulties Questionnaire (SDQ). The SDQ [20,21] is a screening questionnaire used for detecting general psychopathology during childhood with psychometric properties very similar to the CBCL [22,23,24].…”

Section: Introductionmentioning

confidence: 99%

Prevalence and Correlates of Psychopathology in Children and Adolescents Evaluated with the Strengths and Difficulties Questionnaire Dysregulation Profile in a Clinical Setting

Carballo

Serrano-Drozdowskyj²,

Nieto³

et al. 2014

Psychopathology

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Background: The clinical presentation of children and adolescents referred to mental health services is frequently complicated by comorbid and severe affective and behavioral dysregulation. This dysregulation phenotype seems to be an indicator of overall psychopathology, symptom severity and functional impairment. Currently, this phenotype is assessed by the Child Behavior Checklist. However, the widely used Strengths and Difficulties Questionnaire (SDQ) has been recently validated to screen the Dysregulation Profile (SDQ-DP) in clinical settings. The objective of this study was to determine the prevalence and demographic, psychosocial and clinical correlates of the SDQ-DP phenotype in a Spanish clinical sample. Sampling and Methods: In a clinical sample of 623 consecutively referred children and adolescents (4-17 years old), we compared clinical and sociodemographic correlates between subjects who met the SDQ-DP criteria (DP) and those who did not (NO_DP). Sociodemographic data, parent-rated SDQ, Children's Global Assessment Scale, Clinical Global Impression, family Apgar scale and clinical diagnoses were collected by experienced child and adolescent psychiatrists. Results: Overall in our sample, 175 subjects (28.1%) met the SDQ-DP criteria (DP group). Compared with the NO_DP group, the DP subjects had significantly higher scores on internalizing and externalizing psychopathology, problems with peers and overall problems as well as significantly lower scores on prosocial behavior. Clinical diagnoses assigned revealed that DP subjects showed significantly greater psychiatric comorbidity. DP subjects also showed significantly worse family functioning and increased symptom severity and significantly lower scores on psychosocial functioning. Conclusions: A high prevalence of children and adolescents with the dysregulated profile, assessed by the SDQ-DP, was found in our clinical setting. The SDQ-DP may serve as an index of overall psychological severity and functional impairment. In addition, it may indicate family dysfunction. Further research is needed to validate the clinical value of SDQ-DP by examining longitudinal stability, heritability, adult outcome, risk factors and diagnostic correlates.

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The affective storms of school children during night time: Do affective dysregulated school children show a specific pattern of sleep disturbances?

et al. 2012

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In many mentally ill children, a new phenotype of affective and behavioural dysregulation can be observed. Not much is known about development and maintenance of this phenotype. A possible risk factor that has been suggested is disturbed sleep. The co-occurrence of sleep disturbances and psychiatric symptoms is significant and it has been postulated that there are specific patterns of sleep disturbances for different psychiatric symptoms. The aim of this study, therefore, is to investigate the specific relation of sleep disturbances and affective dysregulation in school children and whether a specific pattern of sleep disturbances is associated with or of predictive value for affective dysfunctions. 4,774 school children took part in the Cologne Sleep Study and emotional disturbances and sleep abnormalities were assessed by parent reports. Of the sample, 206 children were identified as showing signs of severe affective and behavioural dysregulation (DP), 276 children were reported as showing a subclinical form (SUB-DP). Both groups reported significantly more sleep disturbances than healthy controls with moderate to large effect sizes. Differences between SUB-DP and DP exist, however, were not of clinical relevance (d < 0.03). Particularly, emotional problems were associated with sleep disturbances with small to moderate correlation coefficients. The regression analysis revealed a small, but significant influence of impaired daytime behaviour on affective dysregulation with 16.1 % of variance being explained. No specific patterns of sleep disturbances could be identified. However, impaired sleep and daytime behaviour in both the SUB-DP and DP group are indicated. Consequently, practitioners should address sleep problems in children with affective dysregulation.

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Psychometric Validity of the Strengths and Difficulties Questionnaire-Dysregulation Profile

Cited by 61 publications

References 54 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

Prevalence and Correlates of Psychopathology in Children and Adolescents Evaluated with the Strengths and Difficulties Questionnaire Dysregulation Profile in a Clinical Setting

The affective storms of school children during night time: Do affective dysregulated school children show a specific pattern of sleep disturbances?

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