The Strengths and Difficulties Questionnaire-Parents for Italian School-Aged Children: Psychometric Properties and Norms
- 323 Downloads
The Strengths and Difficulties Questionnaire [SDQ; (1)] is a multi-informant instrument for screening developmental psychopathology. This study contributes to the validation of the Italian SDQ-Parent version (SDQ-P), analyzing its factorial structure, providing norms and investigating cross-informant agreement (parents-teachers). The SDQ-P and the SDQ-Teacher version (SDQ-T) were completed for 1917 primary and middle school students. Confirmatory factor analyses were performed to compare two factorial structures: the original five-factor model and the structure obtained in a past Italian study (2). The original model showed the best fit. Significant differences by gender and school grade were found; norms were provided separately for males and females attending 1st–2nd, 3rd–5th and 6th–8th grades. Finally, the analysis of parent-teacher agreement showed correlations ranging from small (prosocial behavior) to large (hyperactivity-inattention). This study offers some reflections on the best way to use this instrument in a community sample.
KeywordsStrengths and Difficulties Questionnaire Parents Psychometric properties Italian norms Cross-informant agreement
Compliance with Ethical Standards
Conflict of interest
On behalf of all authors, the corresponding author states that there is no conflict of interest.
The study has been approved by the appropriate ethics committee and have therefore been performed in accordance with the ethical standards laid down in the 1964 Declaration of Helsinki and its later amendments.
- 4.Achenbach TM (1991) Manual for the Child Behavior Checklist 4–18 and 1991 profile. University of Vermont Department of Psychiatry, BurlingtonGoogle Scholar
- 7.Li JB, Delvecchio E, Di Riso D, Lis A, Salcuni S (2016) Early Evidence of the Italian Parent-Report Strengths and Difficulties Questionnaire (SDQ-P). Child Psychiatry Hum Dev 1–11Google Scholar
- 18.Tobia V, Marzocchi GM (2015) Il benessere scolastico nella scuola primaria e secondaria di I grado: Una ricerca su bambini con sviluppo tipico e con Bisogni Educativi Speciali. Difficoltà di Apprendimento e Didattica Inclusiva 3: 221–232Google Scholar
- 19.Brown TA (2006) Confirmatory factor analysis for applied research. Guilford Press, GuilfordGoogle Scholar
- 20.Cohen J (1988) Statistical power for the behavioral sciences, 2nd edn. Erlbaum, HillsdaleGoogle Scholar
- 25.Vanaelst B, De Vriendt T, Ahrens W, Bammann K, Hadjigeorgiou C, Konstabel K et al (2012) Prevalence of psychosomatic and emotional symptoms in European school-aged children and its relationship with childhood adversities: results from the IDEFICS study. Eur Child Adolesc Psychiatry 21:253–265CrossRefPubMedGoogle Scholar
- 27.Goodman A, Lamping DL, Ploubidis GB (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. J Abnorm Child Psychol 38:1179–1191CrossRefPubMedGoogle Scholar
- 31.Tobia V, Gabriele MA, Marzocchi GM (2011) Norme italiane dello Strengths and Difficulties Questionnaire (SDQ): Il comportamento dei bambini italiani valutato dai loro insegnanti/Italian norms of Strengths and Difficulties Questionnaire (SDQ): Italian children’s behavior evaluated by their teachers. Disturbi di Attenzione e Iperattività 6: 15–22Google Scholar