Reliability, factor structure, and measurement invariance of the Dominic Interactive across European countries: Cross-country utility of a child mental health self-report.

Abstract

Large-scale international surveys are important to globally evaluate, monitor, and promote children's mental health. However, use of young children's self-reports in these studies is still controversial. The Dominic Interactive, a computerized DSM-IV–based child mental health self-report questionnaire, has unique characteristics that may make it preeminently appropriate for usage in cross-country comparisons. This study aimed to determine scale score reliabilities (omega) of the Dominic Interactive in a sample of 8,135 primary school children, ages 6–11 years old, in 7 European countries, to confirm the proposed 7-scale factor structure, and to test for measurement invariance of scale and item scores across countries. Omega reliability values for scale scores were good to high in every country, and the factor structure was confirmed for all countries. A thorough examination of measurement invariance provided evidence for cross-country test score comparability of 5 of the 7 scales and partial scale score invariance of 2 anxiety scales. Possible explanations for this partial invariance include cross-country differences in conceptualizing items and defining what is socially and culturally acceptable anxiety. The convincing evidence for validity of score interpretation makes the Dominic Interactive an indispensable tool for cross-country screening purposes.

Sedentary behaviors and anxiety among children, adolescents and adults: a systematic review and meta-analysis

“…There were no significant associations for the PANSS questions asking about anxiety ( r s = .22, p = .15 for sedentary minutes and r s = .15, p = .32 for percentage of sedentary time)89Kovess-Mastefy et al, 2015 [87]German, Netherlands, Lithuania, Romania, Bulgaria, TurkeyCross-sectionalSchoolchildren (general population)31848.72 yearsParents were asked how long their child spends playing video games on average during the week. Low video game use was defined as 0–60 min per week; moderate use was defined as 61–300 min, and high use was > 300 min.GAD indexes of self-reported mental health computerized cartoon-like assessment tool ‘Dominic Interactive’ for children [88]0 for video game playingPlaying video games (1–5, and 5+ vs. 1 or less h) was not associated with GAD ( OR = 1.08, 95% CI: [0.69, 1.7]; OR = 0.95, 95% CI: [0.53, 1.69], p > .05, respectively)91Kroeders et al, 2013 [89] a AustraliaCross-sectionalStroke patients (chronic illness)19 (53%)66.2 ± 19.3 yearsPAL2 electronic device - dual axis accelerometerAnxiety subscale from Irritability, Depression and Anxiety (IDA) scale [90]- for sitting timePatients with anxiety symptoms compared with those without symptoms tended to spend more time lying (mean 64% vs. 43%), less time sitting (mean 33% vs. 51%), and less time standing or walking (mean 2% vs. 6%). The difference between these groups in time spent lying bordered on significance ( t (17) = − 2.0; p = .06)76Liu et al, 2016 [91] a ChinaCross-sectionalSecondary school pupils/adolescents (general population)13,659 (49%)15.18 ± 1.89 yearsThe Youth Risk Behavior Survey (YRBS) questionnaire [92] ‘How many hours do you watch television or play VG/CU (including activities such as Nintendo, Game box, Xbox, computer games, and the internet) on a typical school day?’ The ST was categorized as: non-ST (0 h/day), occasional ST (> 2 h/day), moderate ST (> 1 to ≤2 h/day), high ST (> 2 h/day)The Multidimensional Anxiety Scale for Children (MASC) [82, 93]+ for TV viewing; + for VG/CU timeMore than 2 h per school day of TV watching was associated with higher risk of anxiety in boys ( OR = 1.43, 95% CI: [1.05, 1.95]) compared with no TV exposure.…”

Is time spent playing video games associated with mental health, cognitive and social skills in young children?

“…The DI has been validated in several studies and has been found to be more reliable than structured interviews in the assessment of mental health in young children. A recent study established the construct validity of the DI among the seven participating countries [24]. …”

Are school difficulties an early sign for mental disorder diagnosis and suicide prevention? A comparative study of individuals who died by suicide and control group

“…Besides prevention and detection of school difficulties, some researchers have proposed screening children at school entry for risk factors for developing mental health problems, but the strategy is a very expensive one [63]. As a low cost alternative, this screening could be done using a computerized instrument such as the Dominique Interactive, which allows screening for mental disorders reliably through game-like testing that appeals to children [64]. The Dominique Interactive, specifically, is available in two versions: one for children 6 to 11 and the other for adolescents 12 to 16 [65].…”