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ABSTRACT: [Correction Notice: An erratum for this article was reported in Vol 23(4) of
European Journal of Psychological Assessment (see record
2008-00264-001). Table 6 of the original article contained two errors in the last line. The correct version of that table appears in the erratum.] 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
European Journal of Psychological Assessment 10/2012; 23(2):79-88. · 2.53 Impact Factor
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Leslie A. Rescorla,
Thomas M. Achenbach,
Masha Y. Ivanova,
Valerie S. Harder,
Laura Otten,
Niels Bilenberg,
Gudrun Bjarnadottir, Christiane Capron,
Sarah S. W. De Pauw,
Pedro Dias, [......],
Jaime R. Silva,
Zeynep Simsek,
Andre Sourander,
José Valverde,
Jan van der Ende,
Karla G. Van Leeuwen,
Yen-Tzu Wu,
Sema Yurdusen,
Stephen R. Zubrick,
Frank C. Verhulst
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ABSTRACT: International comparisons were conducted of preschool children's behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1½–5 by parents in 24 societies (N = 19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders–oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3–12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0–198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes < 1%). Across all pairs of societies, correlations between mean item ratings averaged .78, and correlations between internal consistency alphas for the scales averaged .92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies.
Journal of Clinical Child & Adolescent Psychology 05/2011; 40(3):456-467. · 1.92 Impact Factor
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ABSTRACT: The aim of this study was to determine the French norms and examine the validity of a parent-report inventory: the Child Development Inventory (CDI), called "Inventaire du Développement de l'Enfant (IDE)" in French. This assesses the general level of a child's development in 8 developmental domains. The norms were determined for a community sample of 1287 children, aged 15 to 72 months. The score for the CDI general development scale correlates closely with chronological age (r = .89). The intra- and interobserver (mother vs teacher) agreements were .97 and .76. The 1-year stability coefficient between the developmental quotient (DQ) values was .81. Correlation between the DQ (CDI) and the IQ of psychometric individual test was high (r = .84). The sensitivity and specificity for detecting borderline children (IQ < 86) were 84% (95% CI = 72% to 92%) and 92% (95% CI = 84% to 97%), respectively. Therefore, the French version of the CDI, like the English one, provides a useful tool for measuring children's development.
Clinical Pediatrics 02/2011; 50(7):636-47. · 1.15 Impact Factor
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Masha Y Ivanova,
Thomas M Achenbach,
Leslie A Rescorla,
Valerie S Harder,
Rebecca P Ang,
Niels Bilenberg,
Gudrun Bjarnadottir, Christiane Capron,
Sarah S W De Pauw,
Pedro Dias, [......],
Mimoza Shahini,
Jaime R Silva,
Zynep Simsek,
Andre Sourander,
Jose Valverde,
Karla G Van Leeuwen,
Bernardine S C Woo,
Yen-Tzu Wu,
Stephen R Zubrick,
Frank C Verhulst
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ABSTRACT: To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies.
Parents of 19,106 children 18 to 71 months of age from 23 societies in Asia, Australasia, Europe, the Middle East, and South America completed the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5). Confirmatory factor analyses were used to test the seven-syndrome model separately for each society.
The primary model fit index, the root mean square error of approximation (RMSEA), indicated acceptable to good fit for each society. Although a six-syndrome model combining the Emotionally Reactive and Anxious/Depressed syndromes also fit the data for nine societies, it fit less well than the seven-syndrome model for seven of the nine societies. Other fit indices yielded less consistent results than the RMSEA.
The seven-syndrome model provides one way to capture patterns of children's problems that are manifested in ratings by parents from many societies. Clinicians working with preschoolers from these societies can thus assess and describe parents' ratings of behavioral, emotional, and social problems in terms of the seven syndromes. The results illustrate possibilities for culture-general taxonomic constructs of preschool psychopathology. Problems not captured by the CBCL/1.5-5 may form additional syndromes, and other syndrome models may also fit the data.
Journal of the American Academy of Child and Adolescent Psychiatry 12/2010; 49(12):1215-24. · 4.98 Impact Factor
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ABSTRACT: Neuroimaging studies investigating the neural correlates of verbal fluency (VF) focused on sex differences without taking into account behavioural variation. Nevertheless, group differences in this verbal ability might account for neurocognitive differences elicited between men and women. The aim of this study was to test sex and performance level effects and the combination of these on cerebral activation. Four samples of 11 healthy students (N=44) selected on the basis of sex and contrasted VF scores, high fluency (HF) versus low fluency (LF), performed a covert phonological VF task during scans. Within- and between-group analyses were conducted. Consistent with previous studies, for each sample, the whole-group analysis reported activation in the inferior frontal gyrus (IFG), insula, anterior cingulate cortex (ACC), medial frontal gyrus (mFG), superior (SPL) and inferior parietal lobules (IPL), inferior visual areas, cerebellum, thalamus and basal ganglia. Between-group analyses showed an interaction between sexes and performances in the right precuneus, left ACC, right IFG and left dorsolateral prefrontal cortex (dlPFC). HF men showed more activation than LF ones in the right precuneus and left dlPFC. LF men showed more activation in the right IFG than HF ones and LF women elicited more activation in the left ACC than HF ones. A sex main effect was found regardless of performance in the left inferior temporal gyrus (ITG), cerebellum, anterior and posterior cingulate cortexes and in the right superior frontal gyrus (SFG) and dlPFC, lingual gyrus and ACC, with men eliciting significantly greater activations than women. A performance main effect was found for the left ACC and the left cerebellum regardless of sex. LF subjects had stronger activations than HF ones in the ACC whereas HF subjects showed stronger activations in the cerebellum. Activity in three discrete subregions of the ACC is related to sex, performance and their interaction, respectively. Our findings emphasize the need to consider sex and performance level in functional imaging studies of VF.
Cortex 03/2009; 45(2):164-76. · 6.08 Impact Factor
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ABSTRACT: The study investigated the relationship between depressive symptoms and emotional/behavioural problems in adolescent girls (N=553) aged 12-13 years, menarcheal status and family structure, and considered whether the effect of family structure was the same in the presence or absence of menses. The Children's Depression Inventory (CDI) and the Strengths and Difficulties Questionnaire (SDQ) were administered to a representative sample of adolescents. Results showed main effects of menarcheal status and family structure on SDQ scores and a significant interaction on CDI scores only. A non-intact family appeared to be a stronger risk factor for depressive symptomatology than for emotional/behavioural problems in menarcheal girls.
Journal of Adolescence 03/2007; 30(1):175-9. · 2.05 Impact Factor
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Gian Marco Marzocchi, Christiane Capron,
Mario Di Pietro,
Enric Duran Tauleria,
Michel Duyme,
Alessandra Frigerio,
Maria Filomena Gaspar,
Helena Hamilton,
Gérard Pithon,
Alexandra Simões,
Carine Thérond
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ABSTRACT: This paper reports a selection of completed or ongoing studies that have evaluated or applied the Strengths and Difficulties Questionnaire (SDQ) in five countries of Southern Europe: Italy, Spain, Portugal, Croatia, and France. In Italy, the SDQ has been used to study its concurrent validity with other norm-based instruments (Child Behavior Checklist-CBCL and Disruptive Behavior Disorder Rating Scale-DBDRS), to assess the efficacy of a behavioural school training, and as part of an epidemiological study. In Spain, the SDQ was used to analyse the association between respiratory and other behavioural problems. In Portugal and Croatia, psychometric properties of the three versions of the SDQ (parent, teacher, and self-reports) were investigated in samples of children ranging from 5 to 16 years. Past and ongoing studies in France have administered the SDQ to estimate inter-rater agreement between parents, teachers, and pupils, to carry out a large-scale epidemiological study, and to evaluate the efficacy of a parent training programme. In a second section, scale means obtained with the teacher version of the SDQ in three community-based samples of 7-8 year-old children from Italy, Portugal, and Spain are compared. The results show that, according to their teachers' ratings, Italian pupils showed less prosocial behaviour than their Spanish and Portuguese agemates, whereas the Portuguese children were rated as being more hyperactive and inattentive than comparable Italian and Spanish children. Possible causes underlying the observed differences between national SDQ means are discussed.
European Child & Adolescent Psychiatry 02/2004; 13 Suppl 2:II40-6. · 2.82 Impact Factor
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ABSTRACT: Discusses critiques made of the French adoption studies of SES and IQ conducted by M. Schiff et al (1978), M. Duyme (see record
1988-26346-001), and C. Capron and Duyme (see record
1990-04103-001). The general aim of these studies was to test the effect on cognitive performance of postnatal parental environment, as distinguished from measures of SES and number of years of schooling of the biological and adoptive parents. Errors of interpretation in the critiques focused on postnatal environment, biological parents' SES, and interaction effects. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
11/1992;
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ABSTRACT: AN important question in studies of mental ability concerns the effect of parental socio-economic status (SES) on the IQ of their offspring. Only a full cross-fostering study, including children born to biological parents from the most highly contrasting SES and adopted by parents with equally constrasting SES, can answer this question. Previous adoption studies using incomplete cross-fostering designs13 have indicated an effect of postnatal environment on the IQ of children born to low-SES backgrounds and adopted by high-SES parents. They have not shown whether a low SES reduces the IQ of children born to high-SES parents or whether the SES of biological parents has an effect on IQ, or whether the effect of the SES of adoptive parents is independent of the SES of biological parents. We present a full cross-fostering study dealing with IQ, and find that children adopted by high-SES parents score higher than children adopted by low-SES parents; children born to high-SES parents score higher than children born to low-SES parents; and that there is no evidence for an interaction between these two factors on children's IQ.
08/1989; 340(6234):552-554.
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ABSTRACT: Analyses from an a priori full cross-fostering study (Capron & Duyme, 1989, 1991), investigating the IQs of 38 children whose average age was 168 (SE = 3.28) months, indicated a link between the socioeconomic status (SES) of both biological and adoptive parents and Full, Verbal, and Performance IQs of the WISC-R scale. Here detailed analyses of the WISC-R scale are presented. These show that these two factors affect Block Design and Information subtests, and other subtests are affected either by one or the other factor. Two subtests—Picture Arrangement and Picture Completion—are not affected by either factor. There is no evidence for an interaction between these factors on adopted children's subtest scores. As the sample size is small for a test of nonadditivity, the analysis is extended to the power of interaction test.
Intelligence.
