TY - JOUR
T1 - Dutch version of the Strengths and Difficulties Questionnaire (SDQ)
AU - van Widenfelt, B M
AU - Goedhart, A W
AU - Treffers, P D A
AU - Goodman, R
PY - 2003
Y1 - 2003
N2 - A Dutch translation of the Strengths and Difficulties Questionnaire (SDQ) was made. In the first wave of data collection, self-report data of 11- to 16-yearolds (N=970) were collected on the SDQ and other measures of psychopathology. In the second wave of data collection, extended versions of the SDQ were completed by 11- to 16-year-olds (N=268), by parents of 8- to 16-year-olds (N=300) and by teachers of 8- to 12-year-olds (N=208); in addition, the Child Behaviour Checklist (CBCL) was completed by the parents and the Youth Self Report (YSR) by the 11- to 16-year-olds. The results reveal that the internal consistency of the teacher SDQ is good; and the parent and self-report SDQ are generally acceptable and comparable with the internal consistencies of CBCL/YSR. The mean inter-informant product-moment correlations of the SDQ scales were satisfactory (parent-teacher 0.38; teacher-self-report 0.27; parent-self-report 0.35) and comparable with the mean inter-informant correlations of the CBCL and YSR (0.34). The inter-informant rank correlations of the impact questions were also satisfactory (mean parent-teacher 0.48; mean parent-self-report 0.24). Concurrent validity with the other measures of psychopathology used in the present study was good.
AB - A Dutch translation of the Strengths and Difficulties Questionnaire (SDQ) was made. In the first wave of data collection, self-report data of 11- to 16-yearolds (N=970) were collected on the SDQ and other measures of psychopathology. In the second wave of data collection, extended versions of the SDQ were completed by 11- to 16-year-olds (N=268), by parents of 8- to 16-year-olds (N=300) and by teachers of 8- to 12-year-olds (N=208); in addition, the Child Behaviour Checklist (CBCL) was completed by the parents and the Youth Self Report (YSR) by the 11- to 16-year-olds. The results reveal that the internal consistency of the teacher SDQ is good; and the parent and self-report SDQ are generally acceptable and comparable with the internal consistencies of CBCL/YSR. The mean inter-informant product-moment correlations of the SDQ scales were satisfactory (parent-teacher 0.38; teacher-self-report 0.27; parent-self-report 0.35) and comparable with the mean inter-informant correlations of the CBCL and YSR (0.34). The inter-informant rank correlations of the impact questions were also satisfactory (mean parent-teacher 0.48; mean parent-self-report 0.24). Concurrent validity with the other measures of psychopathology used in the present study was good.
UR - http://www.scopus.com/inward/record.url?scp=0347024583&partnerID=8YFLogxK
U2 - 10.1007/s00787-003-0341-3
DO - 10.1007/s00787-003-0341-3
M3 - Article
SN - 1435-165X
VL - 12
SP - 281
EP - 289
JO - European Child and Adolescent Psychiatry
JF - European Child and Adolescent Psychiatry
IS - 6
ER -