德国两岁至四岁儿童的家长和教育工作者作为优势与困难问卷 (SDQ) 的信息提供者。

IF 2.3 3区 医学 Q2 PSYCHIATRY
Simone Dubiel, Franziska Cohen, Yvonne Anders
{"title":"德国两岁至四岁儿童的家长和教育工作者作为优势与困难问卷 (SDQ) 的信息提供者。","authors":"Simone Dubiel, Franziska Cohen, Yvonne Anders","doi":"10.1007/s10578-024-01767-2","DOIUrl":null,"url":null,"abstract":"<p><p>Screeners are used in early intervention and early childhood education and care programs to identify children's potential need for further evaluation and diagnostics. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioral screening instrument that can be completed by both parents and educators to assess the social and emotional traits of children. However, multiple informants' reports vary. In this study, the extent to which parents' (n = 241) and educators' (n = 157) differ and agree in their assessments of children aged 3.5 years on average, was examined. T-tests were used to examine differences between informants and correlations within a multitrait-multimethod matrix (MTMM) in their agreement. Results showed moderate to high levels of rater agreement ranging from r = .35 and r = .53 on the five subscales of the SDQ. We found that hyperactivity, peer relationship problems, and prosocial behavior vary due to meaningful reasons, e.g., the home vs. pre-school setting, and the informant's relationship towards the child. Hyperactivity seems to be relatively consistent across settings. Methodological variations might explain differences in emotional symptoms and conduct problems. Considering ratings from multiple informants outlines a more comprehensive view of children's behavior and should be preferred over single-informant research designs.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"German Parents and Educators of Two to Four-Year-Old Children as Informants for the Strengths and Difficulties Questionnaire (SDQ).\",\"authors\":\"Simone Dubiel, Franziska Cohen, Yvonne Anders\",\"doi\":\"10.1007/s10578-024-01767-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Screeners are used in early intervention and early childhood education and care programs to identify children's potential need for further evaluation and diagnostics. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioral screening instrument that can be completed by both parents and educators to assess the social and emotional traits of children. However, multiple informants' reports vary. In this study, the extent to which parents' (n = 241) and educators' (n = 157) differ and agree in their assessments of children aged 3.5 years on average, was examined. T-tests were used to examine differences between informants and correlations within a multitrait-multimethod matrix (MTMM) in their agreement. Results showed moderate to high levels of rater agreement ranging from r = .35 and r = .53 on the five subscales of the SDQ. We found that hyperactivity, peer relationship problems, and prosocial behavior vary due to meaningful reasons, e.g., the home vs. pre-school setting, and the informant's relationship towards the child. Hyperactivity seems to be relatively consistent across settings. Methodological variations might explain differences in emotional symptoms and conduct problems. Considering ratings from multiple informants outlines a more comprehensive view of children's behavior and should be preferred over single-informant research designs.</p>\",\"PeriodicalId\":10024,\"journal\":{\"name\":\"Child Psychiatry & Human Development\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-10-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child Psychiatry & Human Development\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1007/s10578-024-01767-2\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Psychiatry & Human Development","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s10578-024-01767-2","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0

摘要

筛查工具用于早期干预和儿童早期教育与保育计划,以确定儿童是否需要进一步评估和诊断。优势与困难问卷(SDQ)是一种简短的行为筛查工具,家长和教育工作者均可填写,用于评估儿童的社交和情绪特征。然而,多个信息提供者的报告各不相同。在本研究中,我们考察了家长(人数 = 241)和教育工作者(人数 = 157)对平均年龄为 3.5 岁的儿童的评估结果的差异和一致程度。我们使用 T 检验法来检验信息提供者之间的差异,以及多特征-多方法矩阵(MTMM)中的相关性。结果表明,在 SDQ 的五个分量表上,测评者之间的一致性达到了中等到较高的水平,从 r = .35 到 r = .53。我们发现,多动、同伴关系问题和亲社会行为会因为一些有意义的原因而有所不同,例如家庭环境与学前环境,以及信息提供者与儿童的关系。在不同的环境中,多动似乎是相对一致的。方法上的差异可能解释了情绪症状和行为问题的差异。考虑多个信息提供者的评分可以更全面地了解儿童的行为,因此应优先于单一信息提供者的研究设计。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
German Parents and Educators of Two to Four-Year-Old Children as Informants for the Strengths and Difficulties Questionnaire (SDQ).

Screeners are used in early intervention and early childhood education and care programs to identify children's potential need for further evaluation and diagnostics. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioral screening instrument that can be completed by both parents and educators to assess the social and emotional traits of children. However, multiple informants' reports vary. In this study, the extent to which parents' (n = 241) and educators' (n = 157) differ and agree in their assessments of children aged 3.5 years on average, was examined. T-tests were used to examine differences between informants and correlations within a multitrait-multimethod matrix (MTMM) in their agreement. Results showed moderate to high levels of rater agreement ranging from r = .35 and r = .53 on the five subscales of the SDQ. We found that hyperactivity, peer relationship problems, and prosocial behavior vary due to meaningful reasons, e.g., the home vs. pre-school setting, and the informant's relationship towards the child. Hyperactivity seems to be relatively consistent across settings. Methodological variations might explain differences in emotional symptoms and conduct problems. Considering ratings from multiple informants outlines a more comprehensive view of children's behavior and should be preferred over single-informant research designs.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
0.50
自引率
3.40%
发文量
174
期刊介绍: Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信