ArticlePloS one2017
How reliable and valid is the teacher version of the Strengths and Difficulties Questionnaire in primary school children?
Article in PloS one, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Patterns of intra-cluster correlation coefficients in school-based cluster randomised controlled trials of interventions for improving social-emotional functioning outcomes in pupils: a secondary data analysis of five UK-based studies.BMC medical research methodology · 2025Article
- Screening of Neurodevelopmental and Psychiatric Disorders in School-Aged Children from Sahrawi Refugee Camp: A Cross-Sectional Observational Study.Journal of clinical medicine · 2025Article
- The relationship between below average cognitive ability at age 5 years and the child's experience of school at age 9.Frontiers in public health · 2025Article
- The complex longitudinal influence of paternal and maternal parental psychological flexibility on child problem behavior: exploring the role of parenting styles.BMC psychology · 2024Article
- Social-emotional learning program: a community-based case-controlled study.Academia mental health & well-being · 2024Article
- Implementation of a Novel Social-Emotional Learning Program to Advance Integration of Wellness in Education Practice.The journal of advancing education practice · 2023Article
- Article
- Improved Intelligence, Literacy and Mathematic Skills Following School-Based Intervention for Children in Foster Care.Frontiers in psychology · 2020Article
- SDQ in the Hands of Fathers and Preschool Teachers-Psychometric Properties in a Non-clinical Sample of 3-5-Year-Olds.Child psychiatry and human development · 2019Article
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6 authors.
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Abstract
introductionThe Strengths and Difficulties Questionnaire (SDQ) is validated for parents, but not yet for teachers in a broad age range of children. We conducted a cross-sectional study with 4-10 years old school children to investigate if the SDQ-T can be used instead of the validated but lengthy Teacher's Report Form (TRF) to acquire information about emotional and behavioral problems in the school community.
methodsTeachers of 453 children from primary schools were approached. Teachers of 394 children (response rate 86.9%) with a mean age of 7.1 years filled in the SDQ-T (n = 387), the TRF (n = 349) or both (n = 342). We assessed reliability by calculating internal consistency and concurrent validity (using correlation coefficients, sensitivity, specificity) of the SDQ-T compared with the TRF.
resultsInternal consistency of the SDQ-T Total Difficulties Score (SDQ-T TDS; Cronbach α = 0.80), hyperactivity/ inattention- (α = 0.86) and prosocial behavior (α = 0.81) was very good. Concurrent validity demonstrated a strong correlation of all subscales of the SDQ-T with the corresponding scale on the TRF (range 0.54-0.73), except for peer problems (0.46). Using a SDQ-T TDS cut-off score > 14, the SDQ-T had a good sensitivity (90%) and specificity (94%). DISCUSSION: The good reliability, validity and brevity of the SDQ-T make it an easily applicable questionnaire for obtaining information about emotional and behavioral problems from teachers in primary school children.
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