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      Psychometric Properties of the Danish Strength and Difficulties Questionnaire: The SDQ Assessed for More than 70,000 Raters in Four Different Cohorts

      PLoS ONE
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          Abstract

          Background The Strength and Difficulties Questionnaire (SDQ) is a brief behavioural five factor instrument developed to assess emotional and behavioural problems in children and adolescents. The aim of the current study was to evaluate the psychometric properties for parent and teacher ratings in the Danish version of SDQ for different age groups of boys and girls. Methods The Danish versions of the SDQ were distributed to a total of 71,840 parent and teacher raters of 5-, 7- and 10- to 12-year-old children included in four large scale Danish cohorts. The internal reliability was assessed and exploratory factor analyses were carried out to replicate the originally proposed five factor structure. Mean scores and percentiles were examined in order to differentiate between low, medium and high levels of emotional and behavioural difficulties. Results The original five factor structure could be substantially confirmed. The Conduct items however did not solely load on the proposed Conduct scale and the Conduct scale was further contaminated by non-conduct items. Positively worded items tended to load on the Prosocial scale. This was more so the case for teachers than for parents. Parent and teacher means and percentiles were found to be lower compared to British figures but similar to or only slightly lower than those found in the other Nordic countries. The percentiles for girls were generally lower than for boys, markedly so for the teacher hyperactivity ratings. Conclusions The study supports the usefulness of the SDQ as a screening tool for boys and girls across age groups and raters in the general Danish population.

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          Most cited references22

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          Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

          Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test–retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.
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            The Danish National Birth Cohort--its background, structure and aim.

            It is well known that the time from conception to early childhood has importance for health conditions that reach into later stages of life. Recent research supports this view, and diseases such as cardiovascular morbidity, cancer, mental illnesses, asthma, and allergy may all have component causes that act early in life. Exposures in this period, which influence fetal growth, cell divisions, and organ functioning, may have long-lasting impact on health and disease susceptibility. To investigate these issues the Danish National Birth Cohort (Better health for mother and child) was established. A large cohort of pregnant women with long-term follow-up of the offspring was the obvious choice because many of the exposures of interest cannot be reconstructed with sufficient validity back in time. The study needs to be large, and it is aimed to recruit 100,000 women early in pregnancy, and to continue follow-up for decades. The Nordic countries are better suited for this kind of research than most other countries because of their population-based registers on diseases, demography and social conditions, linkable at the individual level by means of the unique ID-number given to all citizens. Exposure information is mainly collected by computer-assisted telephone interviews with the women twice during pregnancy and when their children are six and 18 months old. Participants are also asked to fill in a self-administered food frequency questionnaire in mid-pregnancy. Furthermore, a biological bank has been set up with blood taken from the mother twice during pregnancy and blood from the umbilical cord taken shortly after birth. Data collection started in 1996 and the project covered all regions in Denmark in 1999. By August 2000. a total of 60,000 pregnant women had been recruited to the study. It is expected that a large number of gene-environmental hypotheses need to be based on case-control analyses within a cohort like this.
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              Dutch version of the Strengths and Difficulties Questionnaire (SDQ).

              A Dutch translation of the Strengths and Difficulties Questionnaire (SDQ) was made. In the first wave of data collection, self-report data of 11- to 16-yearolds (N = 970) were collected on the SDQ and other measures of psychopathology. In the second wave of data collection, extended versions of the SDQ were completed by 11- to 16-year-olds (N = 268), by parents of 8- to 16-year-olds (N = 300) and by teachers of 8- to 12-year-olds (N = 208); in addition, the Child Behaviour Checklist (CBCL) was completed by the parents and the Youth Self Report (YSR) by the 11- to 16-year-olds. The results reveal that the internal consistency of the teacher SDQ is good; and the parent and self-report SDQ are generally acceptable and comparable with the internal consistencies of CBCL/YSR. The mean inter-informant product-moment correlations of the SDQ scales were satisfactory (parent-teacher 0.38; teacher-self-report 0.27; parent-self-report 0.35) and comparable with the mean inter-informant correlations of the CBCL and YSR (0.34). The inter-informant rank correlations of the impact questions were also satisfactory (mean parent-teacher 0.48; mean parent-self-report 0.24). Concurrent validity with the other measures of psychopathology used in the present study was good.
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                Author and article information

                Journal
                22384129
                3288071
                10.1371/journal.pone.0032025
                http://creativecommons.org/so-override

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