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    Factor analysis of the self-report version of the strengths and difficulties questionnaire in a sample of children with intellectual disability.

    Access Status
    Fulltext not available
    Authors
    Haynes, A.
    Gilmore, L.
    Shochet, I.
    Campbell, M.
    Roberts, Clare
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Haynes, Allison and Gilmore, Linda and Shochet, Ian and Campbell, Marilyn and Roberts, Clare. 2013. Factor analysis of the self-report version of the strengths and difficulties questionnaire in a sample of children with intellectual disability. Research in Developmental Disabilities 34 (2): pp. 847-854.
    Source Title
    Research in Developmental Disabilities
    DOI
    10.1016/j.ridd.2012.11.008
    ISSN
    0891-4222
    URI
    http://hdl.handle.net/20.500.11937/22499
    Collection
    • Curtin Research Publications
    Abstract

    The rate of emotional and behavioural disturbance in children with intellectual disability (ID) is up to four times higher than that of their typically developing peers. It is important to identify these difficulties in children with ID as early as possible to prevent the chronic co-morbidity of ID and psychopathology. Children with ID have traditionally been assessed via proxy reporting, but appropriate and psychometrically rigorous instruments are needed so that children can report on their own emotions and behaviours. In this study, the factor structure of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) was examined in a population of 128 children with ID (mean age = 12 years). Exploratory and Confirmatory Factor Analysis showed a three factor model (comprising Positive Relationships, Negative Behaviour and Emotional Competence) to be a better measure than the original five factor SDQ model in this population.

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