Psychometric Properties of the French Version of the Self-Report and Teacher Strengths and Difficulties Questionnaire (SDQ)

Abstract

Abstract. This study was the first attempt at determining the psychometric properties of the French self-report and teacher Strengths and Difficulties Questionnaire (SDQ) versions. An epidemiological sample of 1,400 youths (12.8 ± 0.69 years), second-year schoolchildren (boys n = 692, girls n = 708), and their teachers completed the SDQ. The analyses assessed (1) reliability using the internal consistency and test-retest methods; (2) validity by means of homogeneity measures, factor analyses, and criterion group methods; and (3) inter-rater agreement. Cut-off scores were also determined. Gender was considered for factor and cut-off analyses. Psychometric properties were satisfactory for the total difficulties scale both for the self-report and teacher SDQs (although somewhat less so for the self-report subscales). The five-factor structure theoretically expected was confirmed for both SDQs. Scores above the 90th percentile were associated with an increase in the number of at-risk youths from two groups (school failure or referred for psychological care). The current data demonstrated that the French SDQ versions could accurately measure psychopathological symptoms in youths and be considered as screening tools whose validity would appear to be promising.

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