Swipe om te navigeren naar een ander artikel
The strengths and difficulties questionnaire (SDQ) is a frequently used tool for universal screening of pre-schoolers’ behavioural and emotional problems. However, evidence for its concurrent validity is equivocal and has not been tested in a Māori population. We aimed to evaluate the concurrent validity of the strengths and difficulties questionnaire (SDQ) in Māori pre-schoolers (tamariki), aged 4 and 5. We carried out a prospective study of 225 tamariki (46% female) for whom a recent SDQ was available from the New Zealand Ministry of Health’s Before School Check database. A trained nurse carried out a standardised wellbeing and behavioural assessment for these children. Sensitivity, specificity, positive predictive and negative predictive values were calculated, using optimal total difficulty scale threshold values published for the SDQ (parent version SDQ-P; teacher version SDQ-T). Primary outcome: an assessment-based child referral to Child and Adolescent Mental Health Services or to a Paediatric outpatient service. Secondary outcomes: assessment-based parental referral to a parenting programme and combined referral. The optimal thresholds for child referral were low for the SDQ-P (13) and SDQ-T (7). Child referral SDQ-P: sensitivity 62%, specificity 83%, positive predictive value 0.35, negative predictive value 0.94. Child referral SDQ-T: sensitivity 77%, specificity 78%, positive predictive value 0.31, negative predictive value 0.96. The findings demonstrate optimal threshold values for referral for Māori on the SDQ-P and SDQ-T are much lower when compared to published thresholds (17 vs. 16). Sensitivity values were also low. A surveillance approach for the assessment of psychosocial problems is recommended for pre-schoolers.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bekker, J., Bruck, D., & Sciberras, E. (2013). Congruent validity of the strength and difficulties questionnaire to screen for comorbidities in children with ADHD. Journal of Attention Disorders, 20, 1–11.
Bierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., McMohan, R., Pinderhughes, E., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., & McMahon, R. J. (2013). School Outcomes of aggressive-disruptive children: Prediction from kindergarten risk factors and impact of the fast track prevention program. Aggressive Behavior, 39(2), 114–130. CrossRefPubMed
Child Youth and Family (2011). An interagency guide. Working together to keep children and young people safe.
Doughty, C. (2005). The effectiveness of mental health promotion, prevention and early intervention in children, adolescents and adults. NZHTA Report.
Eivers, A. R., Brendgen, M., & Borge, A. I. H. (2010). Stability and change in prosocial and antisocial behavior across the transition to school: Teacher and peer perspectives. Early Education and Development, 21(6), 843–864. CrossRef
Elder, H., & Kersten, P. (2015). Whakawhiti kōrero, a method for the development of a cultural assessment tool, Te Waka Kuaka, in Māori traumatic brain injury. Behavioural Neurology, 2015, 137402.
Elder, H., Kersten, P., McPherson, K., Dawson, L., Harrison, H., Harrison, J., & Poulter, A. (2016). Making time: Deeper connection, fuller stories, best practice. Annals of Psychiatry and Mental Health, 4(6), 1079.
Fujiwara, T., Kato, N., & Sanders, M. R. (2011). Effectiveness of group positive parenting program (Triple P) in changing child behavior, parenting style, and parental adjustment: An intervention study in Japan. Journal of Child and Family Studies, 20(6), 804–813. CrossRef
Goodman, A., Heiervang, E., Fleitlich-Bilyk, B., Alyahri, A., Patel, V., Mullick, M. S. I., Slobodskaya, H., Dos Santos, D. N., & Goodman, R. (2012). Cross-national differences in questionnaires do not necessarily reflect comparable differences in disorder prevalence. Social Psychiatry and Psychiatric Epidemiology, 47(8), 1321–1331. CrossRefPubMed
Goodman, R., Ford, T., Corbin, T., & Meltzer, H. (2004). Using the strengths and difficulties questionnaire (SDQ) multi-informant algorithm to screen looked-after children for psychiatric disorders. European Child and Adolescent Psychiatry, 13(2), II/25–II/31.
Hedley, C., Thompson, S., Morris Mathews, K., Pentecost, M., Wivell, J., Stockdale Frost, A., & Morris, H. (2012). The B4 school check behaviour measures: Findings from the Hawkes’ bay evaluation. Nursing Praxis in New Zealand, 28(3), 13–23.
Kersten, P., Czuba, K., McPherson, K., Dudley, M., Elder, H., Tauroa, R., & Vandal, A. (2016a). A systematic review of evidence for the psychometric properties of the strengths and difficulties questionnaire. International Journal of Behavioral Development, 40(1), 64–75. CrossRef
Kim-Cohen, J., Arseneault, L., Newcombe, R., Adams, F., Bolton, H., Cant, L., Delgado, K., Freeman, J., Golaszewski, A., & Moffitt, T. E. (2009). Five-year predictive validity of DSM-IV conduct disorder research diagnosis in 41/2-5-year-old children. European Child and Adolescent Psychiatry, 18(5), 284–291. CrossRefPubMedPubMedCentral
King, M., Smith, A., & Gracey, M. (2009). Indigenous health part 2: the underlying causes of the health gap. The Lancet, 374, 76–85. CrossRef
Lumley, T. (2012). Survey: Analysis of complex survey samples. R package version 3.28-2.
Ministry of Education. (2007). Atawhaingia Te Pa Harakeke: training & professional support manual. Wellington: Ministry of Education.
Ministry of Health. (2008). The B4 school check. A handbook for practitioners. Wellington: Ministry of Health.
Mokkink, L. B., Terwee, C. B., Patrick, D. L., Alonso, J., Stratford, P. W., Knol, D. L., Bouter, L. M., & de Vet, H. C. W. (2010). The COSMIN study reached international consensus on taxonomy, terminology, and definitions of measurement properties for health-related patient-reported outcomes. Journal of Clinical Epidemiology, 63(7), 737–745. CrossRefPubMed
Poulou, M. S. (2015). Emotional and behavioural difficulties in preschool. Journal of Child and Family Studies, 24(2), 225–236. CrossRef
R Core Team. (2013). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from http://www.R-project.org/.
Robson, B., & Harris, R. (2007). Hauora: Māori standards of health IV. A study of the years 2000–2005. Wellington: Te Rōpū Rangahau Hauora a Eru Pomare.
Smith, L. T. (1999). Decolonizing methodologies (9th impression ed.). Dunedin: University of Otago Press.
Squires, J., Bricjer, D., Twombly, E., Yockelson, S., Schoen Davis, M., & Kim, Y. (2002). Ages & Stages Questionnaires®: Social-Emotional. Florida: Paul H. Brookes Publishing Co.
Statistics New Zealand (2014). 2013 Census QuickStats about culture and identity. Wellington, New Zealand. Retrieved from http://www.stats.govt.nz.
The Advisory Group on Conduct Problems (2009). Conduct problems. Best practice report.
White, J., Connelly, G., Thompson, L., & Wilson, P. (2013). Assessing wellbeing at school entry using the strengths and difficulties questionnaire: Professional perspectives. Educational Research, 55(1), 87–98. CrossRef
Williamson, A., Redman, S., Dadds, M., Daniels, J., D’Este, C., Raphael, B., Eades, S., & Skinner, T. (2010). Acceptability of an emotional and behavioural screening tool for children in aboriginal community controlled health services in urban NSW. Australian and New Zealand Journal of Psychiatry, 44(10), 894–900. CrossRefPubMed
- Concurrent Validity of the Strengths and Difficulties Questionnaire in an Indigenous Pre-School Population
Alain C. Vandal
Kathryn M. McPherson
- Springer US