OBJECTIVE: To confirm factor structure of the teacher Strengths and Difficulties Questionnaire (SDQ) and to compare teacher and student reports in Russian youth.
METHOD: The SDQ and psychopathology measures were completed by teachers in a representative sample of urban adolescents (N = 528). The factor structure was examined on two randomly selected split-halves of the sample, and using a gender split. The functional impairment score was predicted by the SDQ problem scales.
RESULTS: The fit for all models was acceptable. The fit did not decrease when applying increasing constraints in the random-split model, but became significantly worse for the gender model, suggesting lack of measure invariance. SDQ problem scales explained 37% of functional impairment variance. Significant scale interaction (emotional problems*peer problems and conduct problems*hyperactivity) suggest that combination of these problems produces an additional impact on functioning.
CONCLUSIONS: The SDQ teacher report may represent a potentially useful screener for children and youth.
2012. Vol. 35, no 1, 87-96 p.