About the Measure

Domains Mental health and wellbeing, Social and Emotional Competence
Key stages Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4
Subscales Emotional symptoms; Conduct problems; Hyperactivity/inattention; Peer relationship problems; Prosocial behaviour
Description This is population screening measure designed to identify internalising, externalising and hyperactive symptoms, as well as prosocial skills.
Example Considerate of other people's feelings
Link http://www.sdqinfo.com/py/sdqinfo/b0.py
Psychometry
Implementation

Implementation details

No. of items 25
Format Likert
Respondent Multiple
Scoring Standardised
Time 0
Age 4-16
Cost single purchase Paper: Free
Cost per child Paper: free

Psychometric details

UK norms Yes
Cronbach's α .62-.85
Test retest 4-6 months, r= .62
Inter-rater reliability r= [.37,.58] between self-report and parent-report;
r= [.24,.39] between self-report and teacher-report
EFA Not reported
CFA CFI=0.90
TLI=0.95
RMSEA=.05
Criterion validity Not reported
Construct validity Baseline and 3-year follow-up prevalence of emotional, behavioural, Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Disorder (ASD) generally showed monotonic increases across the full range of the corresponding parent, teacher and youth SDQ subscales at baseline (results available from www.sdqinfo.com/point_ by_point.pdf)
Concurrent validity Not reported
Predictive validity Multi-informant Strengths and Difficulties Questionnaires (parents, teachers, older children) identified individuals with a psychiatric diagnosis with a specificity of 94.6% (95% CI 94.1-95.1%) and a sensitivity of 63.3% (59.7-66.9%)
Responsiveness Yes
Floor/Ceiling Not reported
References Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581-586. doi:10.1111/j.1469-7610.1997.tb01545.x
Goodman, R., Meltzer, H., & Bailey, V. (1998). The Strengths and Difficulties Questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125-130. doi:10.1007/s007870050057
Goodman, A., Lamping, D.L., & Ploubidis, G. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): data from British parents, teachers and children. Journal of Abnormal Child Psychology, 38, 1179-1191. doi:10.1007/s10802-010-9434-x