Louise Hayes1. 1. University of Ballarat, P.O. Box 663, Mount Helen, Vic. 3353, Australia. l.hayes@ballarat.edu.au
Abstract
OBJECTIVE: This study provides normative and clinical levels of problem behaviours from a large community sample of Australian early primary school children. METHOD: From a large community sample (n = 1928) of children aged 5 to 10 years (mean = 7.70, SD = 0.89) normative data are provided using the teacher-reported version of the Strengths and Difficulties Questionnaire (SDQ). A response rate of 88% ensures the data are representative. RESULTS: Mean scores on total difficulties between this Australian sample and UK norms were comparable. Some differences in the clinical cut-off scores are evident in the Australian sample, and adjusted clinical cut-offs are provided. Australian teacher reports of problem behaviour revealed lower clinical levels of emotional problems. Boys had significantly greater problems than girls on the Conduct, Hyperactivity, Peer and Prosocial scales. Overall, 5.3% of boys had scores in the clinical range on four of the five subscales. Comparisons of the factor structure revealed that for boys the Peer scale has two interpretations, with two items loading with Conduct problems and associated with greater problem behaviours. For girls, conduct problems are more strongly associated with poorer prosocial skills. CONCLUSIONS: Teachers are able to provide valuable predictive information on externalizing behaviours. Australian normative comparisons reveal minor variations in teacher interpretation of items. The present data is representative of the Australian community and should be used to assess behaviour difficulties in early primary school children. Future studies on older age children are required to understand the developmental progression of problem behaviours in the community.
OBJECTIVE: This study provides normative and clinical levels of problem behaviours from a large community sample of Australian early primary school children. METHOD: From a large community sample (n = 1928) of children aged 5 to 10 years (mean = 7.70, SD = 0.89) normative data are provided using the teacher-reported version of the Strengths and Difficulties Questionnaire (SDQ). A response rate of 88% ensures the data are representative. RESULTS: Mean scores on total difficulties between this Australian sample and UK norms were comparable. Some differences in the clinical cut-off scores are evident in the Australian sample, and adjusted clinical cut-offs are provided. Australian teacher reports of problem behaviour revealed lower clinical levels of emotional problems. Boys had significantly greater problems than girls on the Conduct, Hyperactivity, Peer and Prosocial scales. Overall, 5.3% of boys had scores in the clinical range on four of the five subscales. Comparisons of the factor structure revealed that for boys the Peer scale has two interpretations, with two items loading with Conduct problems and associated with greater problem behaviours. For girls, conduct problems are more strongly associated with poorer prosocial skills. CONCLUSIONS: Teachers are able to provide valuable predictive information on externalizing behaviours. Australian normative comparisons reveal minor variations in teacher interpretation of items. The present data is representative of the Australian community and should be used to assess behaviour difficulties in early primary school children. Future studies on older age children are required to understand the developmental progression of problem behaviours in the community.
Authors: Rajesh Shah; Darren W T Dai; Jane M Alsweiler; Gavin T L Brown; J Geoffrey Chase; Gregory D Gamble; Deborah L Harris; Peter Keegan; Samson Nivins; Trecia A Wouldes; Benjamin Thompson; Jason Turuwhenua; Jane E Harding; Christopher J D McKinlay Journal: JAMA Date: 2022-03-22 Impact factor: 157.335
Authors: Ricardo Araya; Xianzhang Hu; Jon Heron; Mary-Anne Enoch; Jonathan Evans; Glyn Lewis; David Nutt; David Goldman Journal: Am J Med Genet B Neuropsychiatr Genet Date: 2009-07-05 Impact factor: 3.568