Related Experiment Video

Updated: May 15, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Characteristics of the strengths and difficulties questionnaire in preschool children

Meinou H C Theunissen1, Anton G C Vogels, Marianne S de Wolff

  • 1TNO Child Health, PO Box 2215, 2301 CE, Leiden, Netherlands. meinou.theunissen@tno.nl

Pediatrics
|January 9, 2013
PubMed

Insights

The Strengths and Difficulties Questionnaire (SDQ) effectively identifies psychosocial problems in preschool children within preventive child healthcare (PCH). While the overall SDQ score is reliable, some subscales need caution for treatment decisions.

Area of Science:

  • Child Psychology
  • Preventive Healthcare
  • Psychometric Validation

Background:

  • Validated questionnaires are crucial for identifying psychosocial issues in children.
  • Preventive child healthcare (PCH) systems aim to detect these problems early.
  • The Strengths and Difficulties Questionnaire (SDQ) is a potential tool for this purpose.

Purpose of the Study:

  • To assess the psychometric properties of the SDQ in preschool-aged children.
  • To evaluate the added value of the SDQ in identifying psychosocial problems within PCH.
  • To determine the SDQ's utility for PCH professionals.

Main Methods:

  • Included 839 children aged 3-4 years in routine PCH assessments.
  • Parents completed the SDQ and Child Behavior Checklist (CBCL).
  • Assessed internal consistency, scale structure, and validity against CBCL and treatment status.

Main Results:

  • SDQ total difficulties score showed good internal consistency (Cronbach's α = 0.78).
  • High accuracy in identifying psychosocial problems (AUC = 0.94, sensitivity = 0.79, specificity = 0.93) when compared to CBCL.
  • SDQ significantly improved identification compared to clinical assessment alone (OR = 36.48).

Conclusions:

  • The SDQ is a valid instrument for identifying psychosocial problems in preschool children via PCH.
  • Reliability issues in some SDQ subscales limit their use for treatment decisions.
  • The SDQ enhances the detection of psychosocial difficulties in early childhood care settings.
Abstract

More Related Videos

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers09:16

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Published on: March 14, 2018

Related Concept Videos

Self-Report Tests of Personality01:22

Self-Report Tests of Personality

Self-report inventories are objective personality assessments that use multiple-choice items or numbered scales, typically ranging from 1 (strongly disagree) to 5 (strongly agree). They are often called Likert scales after Rensis Likert. These inventories are widely used due to their ease of administration and cost-effectiveness. One of the most prominent examples is the Minnesota Multiphasic Personality Inventory (MMPI), initially developed in the 1940s to assess abnormal personality traits.
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Adler's Individual Psychology01:28

Adler's Individual Psychology

Alfred Adler, a prominent figure in psychology, founded the school of individual psychology. In contrast to Freud's emphasis on sexual or aggressive motives, Adler suggested that individuals are primarily motivated by their purposes and goals. He believed that people strive for perfection rather than pleasure. Adler argued that individuals could creatively act upon their genetic inheritance and environmental experiences to shape their own lives, emphasizing conscious motivation over unconscious...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.