The SDQ test to assess abilities and difficulties in children

The SDQ test to assess abilities and difficulties in children

The SDQ test allows early detection of psychological difficulties in children. It gives us a very simple profile to obtain, but very valuable in terms of information.

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It is estimated that 15% of the child population suffers from a psychological disorder. However, it is difficult to detect and make accurate diagnoses, since in many cases the line that separates clinical symptoms rubs or is confused with manifestations that are not indicative of a disorder. The SDQ test, which we will talk about today, is an excellent resource for identifying possible mental health difficulties in children and young people.

Childhood is a crucial stage, in which early detection can prevent the progression of the disorder and comorbidity with other psychological problems. But, in addition, it is a great vital moment to enhance the qualities and abilities of the infant. Therefore, this complete questionnaire shows us both its weaknesses and its strengths.

The SDQ test for early detection

The skills and difficulties questionnaire (SDQ) is a screening test. This means that it is designed to perform the first scan and detect possible cases of risk. Later it will be necessary to corroborate and complete the in-depth evaluation with other instruments. However, it constitutes a really valuable initial element.

It is a simple test of 25 items divided into five scales. Four of them assess difficulties, while the latter measures prosocial behavior. It can be applied in children between 4 and 16 years old and has versions to be completed by parents, teachers or by the young people themselves if they have the necessary cognitive maturity.

Each statement has three response options: it is not true, somewhat true, absolutely true. Based on the answers, a score is obtained for each area evaluated, as well as a global difficulty index. The scales that make up the test are the following:

Emotional symptoms

Complains frequently of headaches, stomach aches or nausea.

He has many concerns. He often seems restless or worried.

You often feel unhappy, discouraged or tearful.

Is nervous or dependent on new situations. He easily loses self-confidence.

He has many fears, he gets scared easily.

Behavior problems

He often has temper tantrums or temper.

He is usually obedient, usually doing what adults ask.

He fights frequently with other children or messes with them.

He often lies or cheats.

Steal things at home, at school or elsewhere.

Hyperactivity

He is restless, hyperactive, he cannot remain still for long.

It is continuously moving and is unruly.

It is easily distracted, its concentration tends to dissipate.

Think about things before doing them.

Finish what begins, has good concentration.

Problems with peers

He is rather lonely and tends to play alone.

He has at least one good friend.

Usually the other children like him.

The other children mess with him or make fun of him.

He gets along better with adults than with other children.

Prosocial SDQ test scale

It takes into account the feelings of other people.

Share frequently with other children.

Offer help when someone is injured, disgusted or ill.

Treat younger children well.

It is often offered to help parents, teachers or other children.

Correction and interpretation of the SDQ test

For the correction, only the first four scales are taken (leaving aside that of prosocial behavior). From them, a difficulty score is obtained that will determine if a deeper exploration is necessary for having detected an anomalous point in the profile.

The score is obtained as follows: for each statement, the answer "not true" adds zero points, "somewhat true" adds one point and "absolutely true" two points. Except for items marked in bold, for which "it is not true" add two points and "absolutely true" zero, the other option being the same.

If a score equal to or greater than 16 is reached, it is considered that there are emotional or behavioral difficulties and that an in-depth evaluation is necessary. Therefore, this questionnaire is especially useful to be administered in a normal child population in habitual contexts, such as primary care or school consultation.

In this way, conditions that otherwise might not have been identified can be detected early. This will allow an adequate evaluation, diagnosis, and intervention to be performed that minimize the impact of the disorder, slow its course and prevent future problems.