Screening Using the SDQ Total Difficulties Scale: An Analog Test of Three Cutoff Values

Autor/in	Renshaw, Tyler L.
Titel	Screening Using the SDQ Total Difficulties Scale: An Analog Test of Three Cutoff Values
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 8, S.1030-1036 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Renshaw, Tyler L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282918809808
Schlagwörter	Behavior Problems; Child Behavior; Screening Tests; Questionnaires; Test Validity; Classification; Middle School Students; Grade 6; Grade 7; Cutting Scores; Well Being; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Screening-Verfahren; Fragebogen; Testvalidität; Classification system; Klassifikation; Klassifikationssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Well-being; Wellness; Wohlbefinden
Abstract	This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as dependent variables, yielded evidence suggesting all CV models effectively differentiated between students with lower and higher levels of risk. Evidence also indicated that the lowest CV (16) was more effective than the higher CVs (18, 20) at identifying students with greater levels of risk, and that the higher CVs functioned comparably well. Implications for future research and practice are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01