长处和困难问卷学生版与父母版的河南常模评定

目的 建立长处和困难问卷学生版、父母版的河南常模,并进行信、效度检验.方法 对河南省6个市的6所城市中小学和8所农村中小学的1 362名7～15岁的学生、820名父亲或母亲分别进行长处和困难问卷（SDQ）学生版、父母版的评定,并均抽取其中的100例隔两周重测,同时在医院门诊收集焦虑、抑郁障碍、品行障碍、注意缺陷多动障碍患者分别测评.一致性检测包括项目内容异质性和重测信度.效度检测包括结构效度和区分效度.建立划界常模.结果 信度检验中Cronbach＇s α系数学生版为0.589～0.712,父母版为0.611～0.702;重测相关系数学生版r=0.418～0.722,P=0.00,父母版r=0.564～0.772,P=0.00;内容效度中相关系数学生版r=0.327～0.696,P=0.00,父母版r=0.482～0.774,P=0.00;病例组与常模组得分比较同伴关系、亲社会化因子差异无统计学意义,其余病例组均高于常模组（t=2.179～6.944,P＜0.05）;划界常模分学生版情绪问题为4分,多动注意问题5分,品行问题4分,父母版情绪问题为4分,多动注意问题6分,品行问题3分,大于划界分即可能有相应的问题.结论 SDQ学生版、父母版适用于对河南青少年儿童的评估,并可用于情绪、注意多动、品行等问题的筛查.     

儿童长处和困难问卷(父母版)上海常模的信度和效度

目的建立长处和困难问卷(SDQ)(父母版)的上海地区常模,并对其进行信度、效度检验。方法对上海市的幼儿园和中小学12所2128名学生进行长处和困难问卷(父母版)的评定,对其中的47名学生间隔六周进行重测。结果对长处和困难问卷(父母版)进行标准化,制定了上海地区常模。信度检验:总问卷Cronbach的α系数为0.784;条目与因子分之间的相关系数在0.321-0.769;间隔6周问卷总分的重测相关系数为0.717,各因子的重测相关系数在0.434-0.787;效度检验:长处和困难问卷(父母版)和Conners父母问卷(PSQ)所有评分相关,其中社会行为呈负相关;异常样本与常模样本各因子分和总分差异显著(t=5.733-12.375,P<0.001)。结论长处和困难问卷(父母版)适合于上海地区儿童青少年的评估。     

西安市中小学生长处和困难问卷(家长版)调查

目的 通过对西安市中小学生进行长处和困难问卷(家长版)调查,探讨西安地区中小学生存在的心理行为问题.方法 采用分层整群随机抽样,对西安市2个区的6所中小学3 592名学生进行长处和困难问卷(家长版)的调查,所得数据进行了性别和年龄差异的比较,并且与上海地区报道常模进行对比.结果 调查数据显示西安中小学生的“行为”、“多动注意不能”、“同伴交往”和“困难总分”这四个因子,男生得分高于女生(P＜0.05);而“亲社会行为”因子则主要是女生得分高于男生(P＜0.05);“情绪”因子中,男生与女生年龄段得分高低趋于平均化(P＞0.05).但总体趋势是随着年龄的增长,各因子得分降低.所得数据与上海地区常模比较发现:行为、社会行为和情绪得分均高于常模组相应因子得分,差异有统计学意义(P＜0.05).结论 长处和困难问卷(家长版)适合于西安市中小学生的心理行为问题的发现,并且不同地区的中小学生心理行为问题具有不同的特点.     

上海市松江区中小学生长处和困难问卷调查分析

目的 通过对上海市松江区中小学生长处和困难问卷（SDQ）（父母版）调查,探讨松江区中小学存在的心理行为问题.方法 采用分层整群随机抽样,抽取了上海市松江区5所中小学1 739名学生进行长处和困难问卷（SDQ）（父母版）的调查,所得的数据进行性别和年龄的差异比较.结果 调查数据显示松江区中小学生≤11岁年龄段的学生在情绪问题、多动注意不能、总分得分均显著高于＞11岁年龄段学生（P＜0.01）.男生在行为问题、多动注意不能、总分得分显著高于女生;女生在亲社会行为得分显著高于男生.结论 长处和困难问卷（SDQ）（父母版）适用于上海市松江区中小学生的心理行为问题的发现,在儿童青少年的心理发展敏感期,老师和家长应加以关注.     

Conners儿童行为问卷（修正版）的应用研究

引进美国１９７８年Ｃｏｎｎｅｒｓ儿童问卷修正版，在上海４６６名小学生中进行调查应用，并与１００例门诊病例和美国资料进行对比分析。     

Achenbach儿童行为量表在上海市中小学生中的应用

本文作者在1980年首次引进美国 Achenbach 儿童行为量表,并在上海部分中小学生中进行了调查应用。本文列述了调查资料,并与美国资料进行了初步对比分析。作者认为这一量表基本上可在我国推广应用。     

艾氏儿童行为量表在成都地区的应用

用艾氏儿童行为量表调查4～16岁儿童1040名;男518人,女522人;独生子女717人,占68.9%,共筛出有行为问题儿童110名,发生率为10.57%;男女之间无显著差异;独生与否无显著差异。     

学习困难儿童的行为与智商特点

目的了解学习困难儿童的行为与智商特点。方法采用Achenbach儿童行为量表（CBCL）和中国修订韦氏儿童智力量表对学习困难儿童及其父母进行测试和问卷调查。结果学习困难儿童活动能力保持较好，但男重的CBCL行为因子分均高于对照组，女童仅体诉（2．67±2．73）、多动（13．0±5．51）因子分高于对照组。学习困难男女童的智商（男童95．83±11．01、女童95．83±4．79）均低于对照组（男童107．26±10．70、女童110．50±13．95），且男女童的智商结构有所不同。结论学习困难儿童有不同的行为和智商问题，家长与老师应该根据他们的行为与智商特点，有针对性的进行辅导，帮助他们改善不良行为，提高学习成绩。     

艾氏儿童行为量表在新疆地区的应用（摘要）

用艾氏儿童行为量表调查北京地区4～16岁儿童1200名,男女各半。能供统计的资料989份,共筛查出有行为问题的儿童共133名,检出率为13.16%。     

The strengths and difficulties questionnaire: validation study in French school-aged children and cross-cultural comparisons

Objectives  

To examine the psychometric properties of the French version of the strengths and difficulties questionnaire (SDQ), compare estimates of child mental health problems and SDQ scores across France, US and UK.     

Psychometric properties of the strengths and difficulties questionnaire.

OBJECTIVE: To describe the psychometric properties of the Strengths and Difficulties Questionnaire (SDQ), a brief measure of the prosocial behavior and psychopathology of 3-16-year-olds that can be completed by parents, teachers, or youths. METHOD: A nationwide epidemiological sample of 10,438 British 5-15-year-olds obtained SDQs from 96% of parents, 70% of teachers, and 91% of 11-15-year-olds. Blind to the SDQ findings, all subjects were also assigned DSM-IVdiagnoses based on a clinical review of detailed interview measures. RESULTS: The predicted five-factor structure (emotional, conduct, hyperactivity-inattention, peer, prosocial) was confirmed. Internalizing and externalizing scales were relatively "uncontaminated" by one another. Reliability was generally satisfactory, whether judged by internal consistency (mean Cronbach a: .73), cross-informant correlation (mean: 0.34), or retest stability after 4 to 6 months (mean: 0.62). SDQ scores above the 90th percentile predicted a substantially raised probability of independently diagnosed psychiatric disorders (mean odds ratio: 15.7 for parent scales, 15.2 for teacher scales, 6.2 for youth scales). CONCLUSION: The reliability and validity of the SDQ make it a useful brief measure of the adjustment and psychopathology of children and adolescents.     

Normative data and psychometric properties of the strengths and difficulties questionnaire among Japanese school-aged children

Background

Although child mental health problems are among the most important worldwide issues, development of culturally acceptable mental health services to serve the clinical needs of children and their families is especially lacking in regions outside Europe and North America. The Strengths and Difficulties Questionnaire (SDQ), which was developed in the United Kingdom and is now one of the most widely used measurement tools for screening child psychiatric symptoms, has been translated into Japanese, but culturally calibrated norms for Japanese schoolchildren have yet to be established. To this end, we examined the applicability of the Japanese versions of the parent and teacher SDQs by establishing norms and extending validation of its psychometric properties to a large nationwide sample, as well as to a smaller clinical sample.

Methods

The Japanese versions of the SDQ were completed by parents and teachers of schoolchildren aged 7 to 15 years attending mainstream classes in primary or secondary schools in Japan. Data were analyzed to describe the population distribution and gender/age effects by informant, cut-off scores according to banding, factor structure, cross-scale correlations, and internal consistency for 24,519 parent ratings and 7,977 teacher ratings from a large nationwide sample. Inter-rater and test-retest reliabilities and convergent and divergent validities were confirmed for a smaller validation sample (total n?=?128) consisting of a clinical sample with any mental disorder and community children without any diagnoses.

Results

Means, standard deviations, and banding of normative data for this Japanese child population were obtained. Gender/age effects were significant for both parent and teacher ratings. The original five-factor structure was replicated, and strong cross-scale correlations and internal reliability were shown across all SDQ subscales for this population. Inter-rater agreement was satisfactory, test-retest reliability was excellent, and convergent and divergent validities were satisfactory for the validation sample, with some differences between informants.

Conclusions

This study provides evidence that the Japanese version of the SDQ is a useful instrument for parents and teachers as well as for research purposes. Our findings also emphasize the importance of establishing culturally calibrated norms and boundaries for the instrument’s use.     

Behavioral assessment of Japanese children with epilepsy using SDQ (strengths and difficulties questionnaire)

The aim of this study was to elucidate the availability of the strengths and difficulties questionnaire (SDQ) as a screening tool for identifying behavioral problems in Japanese children with epilepsy. Methods: Eighty-three 4–16 year-old epileptic patients, followed at Tanabe-Kadobayashi Children’s Clinic, were studied. Children with severe mental or physical disability were excluded. The Japanese version of the SDQ was used, and scores were compared to the Japanese standard. Results: ‘Hyperactivity’ was the SDQ category with the most striking differences from normal: a significant numbers of children had scores above the clinically normal range and only a small proportion were within the normal range (p < 0.0001). The rates of epilepsy patients with scores above normal range were also significantly higher for ‘peer problems’ and ‘conduct problems’ (p < 0.0001 and p < 0.01). The rates of epilepsy patients with scores within the normal range was significantly lower for ‘emotional symptoms’ than in normal controls (p < 0.001). On the other hand, the ‘pro-social behavior’ score did not differ significantly from the Japanese standard. As for clinical factors, patients with symptomatic localization-related epilepsy and focal electroencephalographic abnormalities had significantly higher scores for some SDQ items. Age at epilepsy onset correlated negatively with scores for ‘total difficulties’ and ‘hyperactivity’, suggesting early onset to be a risk factor for poor SDQ scores. Conclusions: These findings confirm that higher rates of psychiatric comorbidity in Japanese children with epilepsy may be diagnosed using SDQ in Japanese children with epilepsy. These problems should be addressed in the early phase of epilepsy management in order to preserve health-related quality of life for affected patients.     

The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version

 The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was administered to two samples of 11–16 year olds: 83 young people in the community and 116 young people attending a mental health clinic. The questionnaire discriminated satisfactorily between the two samples. For example, the clinic mean for the total difficulties score was 1.4 standard deviations above the community mean, with clinic cases being over six times more likely to have a score in the abnormal range. The correlations between self-report SDQ scores and teacher or parent-rated SDQ scores compared favourably with the average cross-informant correlations in previous studies of a range of measures. The self-report SDQ appears promising and warrants further evaluation. Received: 19 August 1997 Accepted: 16 January 1998     

Child mental health problems in Arab children: application of the strengths and difficulties questionnaire

AIM: This study aimed at establishing the mental health profile among 322 Arab children living in the Gaza strip. METHOD: Children were selected in four age bands, i.e. 3, 6, 11 and 16 years of age. The relevant forms of the Strengths and Difficulties Questionnaire (SDQ) was completed by parents, teachers and 16-year-olds. RESULTS: Factor analyses of the parent-related questionnaires identified similar general factors as in the UK-based studies of validating the SDQ. Certain items did not load as highly on the general factors, i.e. distractability, feeling scared, feeling unhappy, stealing, and being picked or bullied. Emotional problems items were rated differently in the pre-school group (aches, nervousness-clinging, worries) than in previous studies. Using previous optimal cut-off scores, parent SDQs revealed higher rates of children with emotional and conduct problems falling above the 90th centile established in the UK sample, but lower rates according to self-report SDQs by 16-year-olds. CONCLUSIONS: Western categories of mental health problems did not clearly emerge from the factor analysis. The main difference from western epidemiological studies appeared to operate in parents' perceptions of emotional problems in pre-school children. The SDQ is very promising as a screening measure or rating scale in different cultural populations. However, future research should identify and establish indigenously meaningful constructs within this population and culture, and subsequently revise measures of child mental health problems.     

Using the strengths and difficulties questionnaire with adults with Down syndrome

BackgroundThe Strengths and Difficulties Questionnaire (SDQ) has been widely used to screen typically developing children for mental health problems; in recent years it has also been used with children with intellectual disabilities. The present study investigated the possible use of the SDQ to screen adults with Down syndrome (DS).MethodOnly four items on the SDQ were changed slightly to remove references to children. Parents or carers completed the SDQ and all 125 adults with DS (aged 18–43 years) were assessed for mental health problems by a psychiatrist.ResultsTwenty-eight adults were diagnosed with a psychiatric condition. Parents and carers found the SDQ easy to complete and liked the inclusion of positive behaviours. The SDQ did discriminate significantly between those with and without a diagnosis, however the sensitivity and specificity were insufficient. Exploratory and Confirmatory Factor Analyses showed a four factor model (pro-social behaviour, emotional difficulties, hyperactivity and conduct disorders) to be the best solution. This structure was similar to previous research findings of three factors of pro-social behaviour, internalising disorders and externalising disorders.ConclusionConstruct validity and reliability suggest that the SDQ has potential for use with adults with DS and possibly those with other intellectual disabilities. The SDQ is user friendly for parents and carers, and did highlight behavioural and mental health needs, suggesting that it would be worthwhile to develop the SDQ specifically for adults with intellectual disability.     

Review of the strengths and difficulties questionnaire translated into languages spoken by children and adolescents of refugee background

The Strengths and Difficulties Questionnaire (SDQ), routinely used to screen for children's and adolescents' emotional and behavioural problems, has been translated into at least 80 languages. As children of refugee background are particularly vulnerable to mental health problems resulting from their refugee experiences, this review examines whether SDQs translated into languages spoken by major refugee groups are validated and culturally equivalent to the original SDQ and sensitive to change following interventions. No reviewed studies of translated SDQs reported on challenges in achieving conceptual and linguistic equivalence in translation. Factor analysis predominantly showed structural inequivalence with the original 5‐factor model, suggesting translated SDQ subscales may measure different constructs. Predictive equivalence findings tended to show somewhat higher sensitivity for detecting disorder than the original SDQ's low sensitivity, and somewhat lower specificity. Outcome studies yielded equivocal results with refugee and immigrant groups. SDQ items do not detect the psychological sequelae of trauma; hence it is recommended that the SDQ be used with caution to screen refugee children, with a follow‐up clinical interview for verification. Cross‐cultural qualitative research is needed into parents' and adolescents' interpretation of translated SDQ items.