Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

23-06-2016

Psychometric Properties and Normative Data for the Preschool Strengths and Difficulties Questionnaire in Two-Year-Old Children

Auteurs: Stephanie D’Souza, Karen E Waldie, Elizabeth R. Peterson, Lisa Underwood, Susan M. B. Morton

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2017

Abstract

The Strengths and Difficulties Questionnaire (SDQ) is a popular standardised instrument typically used for screening psychopathology in children and adolescents. However, peer reviewed studies evaluating the psychometric properties of the parent-rated preschool SDQ are lacking. The current study involved mothers of 5481 2 year olds (52 % male) from the Growing Up in New Zealand cohort, and investigated the psychometric properties of the preschool SDQ within this cohort. Confirmatory factor analysis was used to evaluate the SDQ’s factor structure and test for measurement invariance of the factor model. Cronbach’s alpha was used to measure the internal consistency of the subscales and total difficulties scale. We found support for a modified five-factor model, in which the prosocial factor was extended into a positive construal factor by allowing cross-loadings of reverse-scored items. Full measurement invariance was found across gender and socioeconomic status, and partial invariance was found across mother’s ethnicity. Cronbach’s alpha was satisfactory for all subscales (α range = 0.71–0.84), except peer problems (α = 0.54). Normative scores and bandings for normal, borderline and abnormal ranges are described for each subscale. Analyses revealed group differences in scores for child’s gender, mother’s ethnicity and socioeconomic status. Overall, satisfactory psychometric properties were found for the preschool SDQ in 2 year olds, indicating that that the questionnaire can be used in very young children.

vorige artikel Behavioral Profiles Associated with Objective Sleep Duration in Young Children with Insomnia Symptoms

volgende artikel Using the BASC-2 Parent Rating Scales to Screen for Autism Spectrum Disorder in Toddlers and Preschool-Aged Children

Alleen toegankelijk voor geautoriseerde gebruikers

We included children with complete gender, SES and SDQ data (as opposed to complete gender, SES, SDQ and mother’s ethnicity data), as our analyses with mother’s ethnicity only include a subsample of the total sample due to the exclusion of the ‘Other’ ethnic group (see discussion of mother’s ethnicity measure in methods). As such, some participants from our final sample of 5481 children have missing data for mother’s self-prioritised ethnicity (n = 16).

Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4–18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.

Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: Department of Psychiatry, University of Vermont.

Bardone, A. M., Moffitt, T. E., Caspi, A., Dickson, N., Stanton, W. R., & Silva, P. A. (1998). Adult physical health outcomes of adolescent girls with conduct disorder, depression, and anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 37, 594–601. doi:10.1097/00004583-199806000-00009.CrossRef

Becker, A., Woerner, W., Hasselhorn, M., Banaschewski, T., & Rothenberger, A. (2004). Validation of the parent and teacher SDQ in a clinical sample. European Child & Adolescent Psychiatry, 13, ii11-ii16. doi:10.1007/s00787–004–2003-5.

Biederman, J. (2005). Attention-deficit/hyperactivity disorder: a selective overview. Biological Psychiatry, 57, 1215–1220. doi:10.1016/j.biopsych.2004.10.020.CrossRefPubMed

Bittner, A., Egger, H. L., Erkanli, A., Jane Costello, E., Foley, D. L., & Angold, A. (2007). What do childhood anxiety disorders predict? Journal of Child Psychology and Psychiatry, 48, 1174–1183. doi:10.1111/j.1469-7610.2007.01812.x.CrossRefPubMed

Bourdon, K. H., Goodman, R., Rae, D. S., Simpson, G., & Koretz, D. S. (2005). The strengths and difficulties questionnaire: U.S. normative data and psychometric properties. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 557–564. doi:10.1097/01.chi.0000159157.57075.c8.CrossRefPubMed

Caspi, A., Moffitt, T. E., Newman, D. L., & Silva, P. A. (1996). Behavioral observations at age 3 years predict adult psychiatric disorders. Longitudinal evidence from a birth cohort. Archives of General Psychiatry, 53, 1033–1039.PubMed

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd edn. Hillsdale, New Jersey: L. Erlbaum.

Croft, S., Stride, C., Maughan, B., & Rowe, R. (2015). Validity of the strengths and difficulties questionnaire in preschool-aged children. Pediatrics, 135, e1210–e1219. doi:10.1542/peds.2014-2920.CrossRefPubMed

Dickey, W. C., & Blumberg, S. J. (2004). Revisiting the factor structure of the strengths and difficulties questionnaire: United States, 2001. Journal of the American Academy of Child & Adolescent Psychiatry, 43, 1159–1167. doi:10.1097/01.chi.0000132808.36708.a9.CrossRef

Doi, Y., Ishihara, K., & Uchiyama, M. (2014). Reliability of the strengths and difficulties questionnaire in Japanese preschool children aged 4-6 years. Journal of Epidemiology, 24(6), 514–518. doi:10.2188/jea.JE20140050.CrossRefPubMed

Du, Y., Kou, J., & Coghill, D. (2008). The validity, reliability and normative scores of the parent, teacher and self report versions of the strengths and difficulties questionnaire in China. Child and Adolescent Psychiatry and Mental Health, 2, 8. doi:10.1186/1753-2000-2-8.CrossRefPubMedPubMedCentral

Edwards, P., Roberts, I., Clarke, M., DiGuiseppi, C., Pratap, S., Wentz, R., et al. (2002). Increasing response rates to postal questionnaires: systematic review. BMJ, 324, 1183. doi:10.1136/bmj.324.7347.1183.CrossRefPubMedPubMedCentral

Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313–337. doi:10.1111/j.1469-7610.2006.01618.x.CrossRefPubMed

Einon, D., & Potegal, M. (1994). Temper tantrums in young children (pp. 157–194). The Dynamics of Aggression: Biological and Social Processes in Dyads and Groups.

Ezpeleta, L., de la Osa, N., & Doménech, J. M. (2013a). Prevalence of DSM-IV disorders, comorbidity and impairment in 3-year-old Spanish preschoolers. Social Psychiatry and Psychiatric Epidemiology, 49, 145–155. doi:10.1007/s00127-013-0683-1.CrossRefPubMed

Ezpeleta, L., Granero, R., de la Osa, N., de Penelo, E., & Domènech, J. M. (2013b). Psychometric properties of the strengths and difficulties Questionnaire^3–4 in 3-year-old preschoolers. Comprehensive Psychiatry, 54, 282–291. doi:10.1016/j.comppsych.2012.07.009.CrossRefPubMed

Fergusson, D. M., & Lynskey, M. T. (1998). Conduct problems in childhood and psychosocial outcomes in young adulthood: a prospective study. Journal of Emotional and Behavioral Disorders, 6, 2–18. doi:10.1177/106342669800600101.CrossRef

Fergusson, D. M., John Horwood, L., & Ridder, E. M. (2005). Show me the child at seven: the consequences of conduct problems in childhood for psychosocial functioning in adulthood. Journal of Child Psychology and Psychiatry, 46, 837–849. doi:10.1111/j.1469-7610.2004.00387.x.CrossRefPubMed

Galesic, M., & Bosnjak, M. (2009). Effects of questionnaire length on participation and indicators of response quality in a web survey. Public Opinion Quarterly, 73, 349–360. doi:10.1093/poq/nfp031.CrossRef

Goodman, R. (1997). The strengths and difficulties questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586.CrossRefPubMed

Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1337–1345.CrossRef

Hawes, D. J., & Dadds, M. R. (2004). Australian data and psychometric properties of the strengths and difficulties questionnaire. Australian and New Zealand Journal of Psychiatry, 38, 644–651.CrossRefPubMed

He, J.-P., Burstein, M., Schmitz, A., & Merikangas, K. R. (2013). The strengths and difficulties questionnaire (SDQ): the factor structure and scale validation in U.S. adolescents. Journal of Abnormal Child Psychology, 41, 583–595. doi:10.1007/s10802-012-9696-6.CrossRefPubMed

Hill, C. R., & Hughes, J. N. (2007). An examination of the convergent and discriminant validity of the strengths and difficulties questionnaire. School Psychology Quarterly, 22, 380–406. doi:10.1037/1045-3830.22.3.380.CrossRefPubMedPubMedCentral

Hofstra, M. B., van der Ende, J., & Verhulst, F. C. (2002). Child and adolescent problems predict DSM-IV disorders in adulthood: a 14-year follow-up of a Dutch epidemiological sample. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 182–189 http://doi.org/10.1097/00004583-200202000-00012.CrossRefPubMed

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.CrossRef

Iida, Y., Moriwaki, A., Komatsu, S., & Kamio (2014). Standardization of the strengths and difficulties questionnaire among Japanese 4–5 year-old preschool children. In Y. Kamio (Ed.), In Annual report of research supported by health and labour sciences research grants. Prevalence of developmental disorders and its developmental change: a community-based cross-sectional and prospective study (pp. 33–41). National Center of Neurology and Psychiatry: Tokyo.

Jenkins, S., Owen, C., Bax, M., & Hart, H. (1984). Continuities of common behaviour problems in preschool children. Journal of Child Psychology and Psychiatry, 25, 75–89. doi:10.1111/j.1469-7610.1984.tb01720.x.CrossRefPubMed

Klein, A. M., Otto, Y., Fuchs, S., Zenger, M., & von Klitzing, K. (2013). Psychometric properties of the parent-rated SDQ in preschoolers. European Journal of Psychological Assessment, 29, 96–104. doi:10.1027/1015-5759/a000129.CrossRef

Kremer, P., de Silva, A., Cleary, J., Santoro, G., Weston, K., Steele, E., et al. (2015). Normative data for the strengths and difficulties questionnaire for young children in Australia. Journal of Paediatrics and Child Health, 51, 970–975. doi:10.1111/jpc.12897.CrossRefPubMed

Matsuishi, T., Nagano, M., Araki, Y., Tanaka, Y., Iwasaki, M., Yamashita, Y., et al. (2008). Scale properties of the Japanese version of the strengths and difficulties questionnaire (SDQ): a study of infant and school children in community samples. Brain and Development, 30, 410–415. doi:10.1016/j.braindev.2007.12.003.CrossRefPubMed

Mellor, D. (2005). Normative data for the strengths and difficulties questionnaire in Australia. Australian Psychologist, 40, 215–222.CrossRef

Mellor, D., & Stokes, M. (2007). The factor structure of the strengths and difficulties questionnaire. European Journal of Psychological Assessment, 23, 105–112. doi:10.1027/1015-5759.23.2.105.CrossRef

Morton, S. M. B., Carr, P. E. A., Grant, C. C., Robinson, E. M., Bandara, D. K., Bird, A., et al. (2013). Cohort profile: growing up in New Zealand. International Journal of Epidemiology, 42, 65–75. doi:10.1093/ije/dyr206.CrossRefPubMed

Morton, S. M. B., Grant, C. C., Carr, P. E. A., Robinson, E. M., Kinloch, J. M., Fleming, C. J., et al. (2014). How do you recruit and retain a prebirth cohort? Lessons learnt from growing up in New Zealand. Evaluation & the Health Professions, 37(4), 411–433. doi:10.1177/0163278712462717.CrossRef

Morton, S. M. B., Ramke, J., Kinloch, J., Grant, C. C., Carr, P. A., Leeson, H., et al. (2015). Growing up in New Zealand cohort alignment with all New Zealand births. Australian and New Zealand Journal of Public Health, 39, 82–87. doi:10.1111/1753-6405.12220.CrossRefPubMed

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.

Nunnally, J. C., Bernstein, I. H., & Berge, J. M. ten. (1967). Psychometric theory (Vol. 226). McGraw-Hill New York. Retrieved from http://rds.epi-ucsf.org/ticr/syllabus/courses/46/2005/10/20/Lecture/readings/Psychometric%20Theory.pdf.

Odgers, C. L., Caspi, A., Broadbent, J. M., Dickson, N., Hancox, R. J., Harrington, H., et al. (2007). Prediction of differential adult health burden by conduct problem subtypes in males. Archives of General Psychiatry, 64, 476–484. doi:10.1001/archpsyc.64.4.476.CrossRefPubMed

Palmieri, P. A., & Smith, G. C. (2007). Examining the structural validity of the strengths and difficulties questionnaire (SDQ) in a U.S. sample of custodial grandmothers. Psychological Assessment, 19, 189–198. doi:10.1037/1040-3590.19.2.189.CrossRefPubMedPubMedCentral

Piedmont, R. L. (2014). Inter-item correlations. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 3303–3304). Springer Netherlands. Retrieved from http://link.springer.com/referenceworkentry/10.1007/978-94-007-0753-5_1493.

Pornprasertmanit, S., Miller, P., Schoemann, A., & Rosseel, Y. (2013). semTools: useful tools for structural equation modeling. R Package Available on CRAN.

Poulou, M. S. (2013). Emotional and behavioural difficulties in preschool. Journal of Child and Family Studies, 24, 225–236. doi:10.1007/s10826-013-9828-9.CrossRef

Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: a systematic review. Social Science & Medicine, 90, 24–31. doi:10.1016/j.socscimed.2013.04.026.CrossRef

Rosseel, Y. (2012). Lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48, 1–36.CrossRef

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007). Peer interactions, relationships, and groups. In Handbook of Child Psychology. John Wiley & Sons, Inc. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9780470147658.chpsy0310/abstract.

Salmond, C., Crampton, P., & Atkinson, J. (2007). NZDep2006 index of deprivation. Wellington: University of Otago (Department of Public Health).

Sim, F., O’Dowd, J., Thompson, L., Law, J., Macmillan, S., Affleck, M., et al. (2013). Language and social/emotional problems identified at a universal developmental assessment at 30 months. BMC Pediatrics, 13, 206.CrossRefPubMedPubMedCentral

Statistics New Zealand (2004). Report of the review of the measurement of ethnicity. Wellington, New Zealand: Statistics New Zealand.

Statistics New Zealand (2005). Statistical standard for ethnicity. Wellington, New Zealand: Statistics New Zealand.

Steenkamp, J.-B. E., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25, 78–107.CrossRef

Stone, L. L., Otten, R., Engels, R. C. M. E., Vermulst, A. A., & Janssens, J. M. A. M. (2010). Psychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire for 4- to 12-year-olds: a review. Clinical Child and Family Psychology Review, 13, 254–274. doi:10.1007/s10567-010-0071-2.CrossRefPubMedPubMedCentral

Stone, L. L., Otten, R., Ringlever, L., Hiemstra, M., Engels, R. C. M. E., Vermulst, A. A., et al. (2013). The parent version of the strengths and difficulties questionnaire: omega as an alternative to alpha and a test for measurement invariance. European Journal of Psychological Assessment, 29, 44–50. doi:10.1027/1015-5759/a000119.CrossRef

Streiner, D. L. (2003). Starting at the beginning: an introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80, 99–103.CrossRefPubMed

Theunissen, M. H., Vogels, A. G., de Wolff, M. S., & Reijneveld, S. A. (2013). Characteristics of the strengths and difficulties questionnaire in preschool children. Pediatrics, 131, e446–e454.CrossRefPubMed

van de Looij-Jansen, P. M., Goedhart, A. W., de Wilde, E. J., & Treffers, P. D. (2011). Confirmatory factor analysis and factorial invariance analysis of the adolescent self-report strengths and difficulties questionnaire: how important are method effects and minor factors? British Journal of Clinical Psychology, 50, 127–144.CrossRefPubMed

Van Leeuwen, K., Meerschaert, T., Bosmans, G., De Medts, L., & Braet, C. (2006). The strengths and difficulties questionnaire in a community sample of young children in Flanders. European Journal of Psychological Assessment, 22, 189–197. doi:10.1027/1015-5759.22.3.189.CrossRef

Van Roy, B., Veenstra, M., & Clench-Aas, J. (2008). Construct validity of the five-factor strengths and difficulties questionnaire (SDQ) in pre-, early, and late adolescence. Journal of Child Psychology and Psychiatry, 49, 1304–1312. doi:10.1111/j.1469-7610.2008.01942.x.CrossRefPubMed

Williams, D. R., & Collins, C. (1995). US socioeconomic and racial differences in health: patterns and explanations. Annual Review of Sociology, 21, 349–386.CrossRef

Woerner, W., Becker, A., & Rothenberger, A. (2004). Normative data and scale properties of the German parent SDQ. European Child & Adolescent Psychiatry, 13, ii3–ii10. doi:10.1007/s00787–004–2002-6.

Youth in Mind. (2014). SDQ: information for researchers and professionals about the Strengths and Difficulties Questionnaires. Retrieved from http://www.sdqinfo.com/.

Titel: Psychometric Properties and Normative Data for the Preschool Strengths and Difficulties Questionnaire in Two-Year-Old Children
Auteurs: Stephanie D’Souza
Karen E Waldie
Elizabeth R. Peterson
Lisa Underwood
Susan M. B. Morton
Publicatiedatum: 23-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 2/2017
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-016-0176-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2017

The Multivariate Roles of Family Instability and Interparental Conflict in Predicting Children’s Representations of Insecurity in the Family System and Early School Adjustment Problems

Maternal Prenatal Psychological Distress and Preschool Cognitive Functioning: the Protective Role of Positive Parental Engagement

Behavioral Profiles Associated with Objective Sleep Duration in Young Children with Insomnia Symptoms

Reading Comprehension in Boys with ADHD: The Mediating Roles of Working Memory and Orthographic Conversion

How Persistent is ADHD into Adulthood? Informant Report and Diagnostic Thresholds in a Female Sample

The Nature of Social Positive Illusory Bias: Reflection of Social Impairment, Self-Protective Motivation, or Poor Executive Functioning?