Strengths and Difficulties Questionnaire: Difference between revisions
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== Objective | == Objective == | ||
The Strengths and Difficulties Questionnaire (SDQ) is a screening tool for measuring psychological adjustment in children and aims to detect any emotional or behavioural issues. It is available in more than 80 languages and is one of the most widely used tools for measuring child mental health. | |||
== Intended Population | == Intended Population == | ||
The SDQ can be used to screen children and adolescents 2 - 17 years. Parent and teacher versions are available that can be completed on behalf of the child when they are too young to self-complete, or to give a different perspective on the young person. Modified versions using slightly different wording are available for adolescents to self-report, or parents/ teachers of 3-4 year olds. An 'impact supplement' is available which enables additional information to be recorded by the parent/teacher, and an additional supplement of follow-up questions can be used after an intervention has taken place. | |||
== Method of Use == | == Method of Use == | ||
The SDQ can be completed on paper or online by the child (depending on age and ability), adolescent, parent or teacher. | |||
It consists of 25 questions which ask about psychological attributes and address 5 areas: | |||
** '''Emotional symptoms''' | |||
** '''Conduct problems''' | |||
** '''Hyperactivity/ Inattention''' | |||
** '''Peer relationship problems''' | |||
** '''Prosocial behaviour''' | |||
The responses are then scored on the [https://sdqscore.org/Amber SDQ website] using a computerised scoring method which automatically generates a report, or by hand (details of how to score and interpret the questionnaire are found on the [http://www.sdqinfo.com/py/sdqinfo/c0.py Youth in Mind website]). | |||
== Evidence == | == Evidence == | ||
=== Reliability === | === Reliability, Validity and Responsiveness === | ||
Goodman, R<ref>Goodman R. Psychometric Properties of the Strengths and Difficulties Questionnaire. J Am Acad Child Adolesc Psychiatry. Vol 40;11: 1337-1345 | |||
</ref> found the SDQ to be a satisfactorily reliable and valid measure for measuring adjustment and psychopathology of children and adolescents. | |||
Stone et al<ref>Stone LL, Janssens JMAM, Vermulst AA, Van Der Maten M, Engels RCME, Otten R. The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4–7. ''BMC Psychology''. 2015;3(1):4. doi:10.1186/s40359-015-0061-8.</ref> found the parent and teacher versions in children aged 4-7 years to be an adequately reliable and valid screening tool. | |||
Croft et al<ref>Croft S, Stride C, Maughan B, Rowe R. Validity of the Strengths and Difficulties Questionnaire in Preschool-Aged Children. Pediatrics May 2015, 135 (5) e1210-e1219; DOI: 10.1542/peds.2014-2920 | |||
</ref> found the pre-school version for use with 3-4 year olds to be satisfactorily reliable, valid and responsive. | |||
Yao et al <ref>Yao, S., Zhang, C., Zhu, X., Jing, X., McWhinnie, C. M., & Abela, J. R. Z. Measuring Adolescent Psychopathology: Psychometric Properties of the Self-Report Strengths and Difficulties Questionnaire in a sample of Chinese adolescents. 2009 J Adolesc Health. 45:55–62.</ref>found moderate test-retest reliability in a sample of Chinese adolescents. | |||
Lundh et al<ref>Lundh, L.G., Wangby-Lundh, M., & Bjarehed, J Self reported emotional and behavioral problems in Swedish 14 to 15-year-old adolescents: A study with the self-report version of the Strengths and Difficulties Questionnaire. 2008 Scand J Psycol 49:523–532.</ref> found good discriminant validity in a study of 14-15 year old Swedish adolescents.<span style="font-size: 20px; font-weight: normal;" class="Apple-style-span"></span> | |||
== Resources == | |||
[http://www.sdqinfo.com/py/sdqinfo/b0.py Youth in mind website]: More information on SDQ, questionnaires to view and download, scoring information. | |||
[https://www.corc.uk.net/outcome-experience-measures/strengths-and-difficulties-questionnaire/ CORC website]: Child Outcomes Research Consortium, more information on SDQ, links and information on other tools. | |||
== References == | == References == | ||
<references /> | <references /> | ||
Revision as of 16:57, 15 September 2018
Original Editor - Your name will be added here if you created the original content for this page.
Top Contributors - Admin, Kim Jackson, Lauren Kwant, Naomi O'Reilly, Shaimaa Eldib and Amrita Patro
Objective[edit | edit source]
The Strengths and Difficulties Questionnaire (SDQ) is a screening tool for measuring psychological adjustment in children and aims to detect any emotional or behavioural issues. It is available in more than 80 languages and is one of the most widely used tools for measuring child mental health.
Intended Population[edit | edit source]
The SDQ can be used to screen children and adolescents 2 - 17 years. Parent and teacher versions are available that can be completed on behalf of the child when they are too young to self-complete, or to give a different perspective on the young person. Modified versions using slightly different wording are available for adolescents to self-report, or parents/ teachers of 3-4 year olds. An 'impact supplement' is available which enables additional information to be recorded by the parent/teacher, and an additional supplement of follow-up questions can be used after an intervention has taken place.
Method of Use[edit | edit source]
The SDQ can be completed on paper or online by the child (depending on age and ability), adolescent, parent or teacher.
It consists of 25 questions which ask about psychological attributes and address 5 areas:
- Emotional symptoms
- Conduct problems
- Hyperactivity/ Inattention
- Peer relationship problems
- Prosocial behaviour
The responses are then scored on the SDQ website using a computerised scoring method which automatically generates a report, or by hand (details of how to score and interpret the questionnaire are found on the Youth in Mind website).
Evidence[edit | edit source]
Reliability, Validity and Responsiveness[edit | edit source]
Goodman, R[1] found the SDQ to be a satisfactorily reliable and valid measure for measuring adjustment and psychopathology of children and adolescents.
Stone et al[2] found the parent and teacher versions in children aged 4-7 years to be an adequately reliable and valid screening tool.
Croft et al[3] found the pre-school version for use with 3-4 year olds to be satisfactorily reliable, valid and responsive.
Yao et al [4]found moderate test-retest reliability in a sample of Chinese adolescents.
Lundh et al[5] found good discriminant validity in a study of 14-15 year old Swedish adolescents.
Resources[edit | edit source]
Youth in mind website: More information on SDQ, questionnaires to view and download, scoring information.
CORC website: Child Outcomes Research Consortium, more information on SDQ, links and information on other tools.
References[edit | edit source]
- ↑ Goodman R. Psychometric Properties of the Strengths and Difficulties Questionnaire. J Am Acad Child Adolesc Psychiatry. Vol 40;11: 1337-1345
- ↑ Stone LL, Janssens JMAM, Vermulst AA, Van Der Maten M, Engels RCME, Otten R. The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4–7. BMC Psychology. 2015;3(1):4. doi:10.1186/s40359-015-0061-8.
- ↑ Croft S, Stride C, Maughan B, Rowe R. Validity of the Strengths and Difficulties Questionnaire in Preschool-Aged Children. Pediatrics May 2015, 135 (5) e1210-e1219; DOI: 10.1542/peds.2014-2920
- ↑ Yao, S., Zhang, C., Zhu, X., Jing, X., McWhinnie, C. M., & Abela, J. R. Z. Measuring Adolescent Psychopathology: Psychometric Properties of the Self-Report Strengths and Difficulties Questionnaire in a sample of Chinese adolescents. 2009 J Adolesc Health. 45:55–62.
- ↑ Lundh, L.G., Wangby-Lundh, M., & Bjarehed, J Self reported emotional and behavioral problems in Swedish 14 to 15-year-old adolescents: A study with the self-report version of the Strengths and Difficulties Questionnaire. 2008 Scand J Psycol 49:523–532.
