This study assesses the utility of the U.S. version of the Strengths and Difficulties Questionnaire (SDQ) teacher form as a screener for mental health and behavior concerns. The SDQ was administered to a community sample of 391 culturally and linguistically diverse students in grades K-6. Internal reliability was assessed using Cronbach’s alpha. Difference by sex and grade were explored through t-tests and one-way analysis of variance (ANOVA), respectively. A confirmatory factor analysis (CFA) was conducted to evaluate factor structure. Results revealed strong internal reliability for the measure as a whole (alpha = .77). Scale alphas were minimally acceptable to satisfactory (alpha range = .69 to .91). Analysis showed significant differences across sex and grade. Males experienced significantly more total difficulties than females, and females demonstrated significantly more prosocial behaviors. Students in lower grades displayed less prosocial behavior than those in grades above them, whereas students in higher grades exhibited more emotional symptoms than those in grades below them. CFA found a five-factor model to be the best fit among those tested, however it was barely acceptable even with modifications. Overall, the U.S. version of the SDQ teacher form was determined to be adequate for identifying students experiencing general difficulties but lacking in the psychometric soundness to help evaluators differentiate among the types of problems with which students may struggle.
|Commitee:||Crepeau-Hobson, Franci, Donovan, Courtney V.|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||School counseling, Educational psychology|
|Keywords:||Behavioral screening, Confirmatory factor analysis, Mental health screening, Prevention, Psychometric properties, Strengths and difficulties questionnaire|
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