Sentences with phrase «emotional symptoms scores»

Paired samples t tests revealed statistically significant decreases in SDQ Conduct Problems and Emotional Symptoms scores, and McNemar's tests showed a statistically significant decrease in the proportion of Conduct Problems cases.

Correlations between Pro-social Behaviour / Emotional Symptoms scores and other scales were further examined and the Peer Relationship Problems scale was broken down into its constituent parts so as to further explore individual items pertaining to social isolation.

Children in cluster 4 also have higher scores on the problem scales, but with particularly high emotional symptoms scores.

More detailed analysis of movement between normal, borderline and abnormal classifications indicated that 65 % of children with an emotional symptoms score in the abnormal range at school entry had scored in the normal range at age 3.

In particular their scores for emotional symptoms are very high; the mean emotional symptoms score is three times as high as the overall average.

Not exact matches

The general community group scored significantly higher than the normative group on total difficulties, emotional symptoms and hyperactivity - inattention subscales.

Fifty percent of children (mean score = 15.72) scored in the clinical range and scores on subscales were between 36 percent for hyperactivity to 44 percent for emotional symptoms and conduct problems.

We applied generalised linear mixed models via PROC GLIMMIX to estimate the effects of different transitional patterns of exercise on depressive symptoms with HLDS as the event, after adjusting for the previous CESD score, age, gender, level of education, marital status, smoking, physical function, emotional support, social participation, self - rated health, economic satisfaction, employment and 10 chronic conditions.

The general trend is that the LBC reported to have higher scores of total difficulties and specific expressions including hyperactivity / inattention, emotional symptoms, peer relationship problems, conduct problems than that of non-LBC.

#For the Strengths and Difficulties Questionnaire subscales, scores corresponding to the 80th percentile (ie, equating to the cut - off describing a «Borderline» rating) were: Emotional Symptoms = 5, Peer Relationship Problems = 3, Conduct Problems = 3, Hyperactivity - Inattention = 6, Prosocial Behaviour (20th percentile) = 7 and Total Difficulties = 16.

The Wilcoxon matched pairs signed rank sum test was used for outcome measures which were not normally distributed (ECBI intensity and problem scores, SDQ conduct, emotional, peer problems, prosocial and impact scores, PSI parent child interaction domain, GHQ somatic symptoms, anxiety, social dysfunction, depression and total scores, and the SES).

For these analyses, in addition to DSM - IV diagnoses, scale scores were created to cover 2 broad categories of symptoms: those occurring in an emotional disorder (depression or anxiety) and those consistent with a behavioral disorder (conduct disorder or oppositional defiant disorder).

The goals were to examine factors related to positive Pediatric Symptom Checklist scores in an urban practice and to examine the relative contribution of parental / personal concern about emotional and behavioral problems to mental health problem identification.

This pattern of change in means over the decade between the 2005 study and ours appears consistent with the small, but significant, increases observed between 2007 and 2012 in the self - report subscale means for Total Difficulties, Emotional Symptoms, Peer Relationship Problems and Hyperactivity - Inattention (but a decrease in Conduct Problems) in nationally representative New Zealand samples of children aged 12 — 15 years, 28 and with a similar increase in Emotional Symptoms and decrease in Conduct Problems between 2009 and 2014 in English community samples of children aged 11 — 13 years.29 The mean PLE score in the MCS sample aligned closely with that reported previously for a relatively deprived inner - city London, UK, community sample aged 9 — 12 years19 using these same nine items, although the overall prevalence of a «Certainly True» to at least one of the nine items in the MCS (52.2 %) was lower than that obtained in the London sample (66.0 %).8

The 25 - item questionnaire generates five main subscale scores: emotional symptoms, conduct problems, hyperactivity / inattention, peer relationship problems and prosocial behaviour.

Similar profile to Cluster 2; high scores for pro-social behaviour and generally low scores for emotional symptoms, conduct problems, and peer relationship problems.

Children have low pro-social scores and higher than average scores for emotional symptoms, conduct problems and peer relationship problems.

The least prevalent difficulties were related to emotional symptoms, where just 1 in 10 children had a score outwith the normal range.

Boys were more likely than girls to have borderline or abnormal scores in relation to total difficulties, conduct, hyperactivity, and pro-social behaviour, whereas differences were less pronounced for emotional symptoms and peer problems.

Children have low pro-social scores but fairly average scores for emotional symptoms, conduct problems, hyperactivity / inattention and peer relationship problems.

Notably, and as seen in section 2.1 above, the overall proportions of children with scores in the abnormal range for emotional symptoms and peer problems is quite small.

The SDQ consists of five scales of five items each, generating scores for conduct problems (e.g., «Steals from home, school or elsewhere»), hyperactivity - inattention (e.g., «Restless, overactive, can not stay still for long»), emotional symptoms (e.g., «Many worries, often seems worried»), peer problems (e.g., «Rather solitary, tends to play alone»), and prosocial behavior (e.g., «Helpful if someone is hurt, upset or feeling ill»).

Compared with the passive control group, those in the intervention group showed significantly better post-training scores on measures of IQ, inhibition, test anxiety and teacher - reported behaviour, attention and emotional symptoms.

Students who scored in the clinical range on the Emotional Symptoms Scale were given The Diagnostic Interview for Children and Adolescents IV, to assess suicidal ideation and behavior, and depressive and anxiety disorders.

The SDQ Total Difficulties Score (TDS) was calculated by aggregating the scores for the emotional symptoms, conduct problems, hyperactivity - inattention, and peer problems subscales (range 0 — 40).

Childhood emotional or behavioral problems when parents exhibit depressive symptoms (PHQ - 2 score).

Socioeconomic status (i.e., educational level), Ethnic Minority Status, and Baseline Conduct Problems (i.e., ECBI), ADHD Symptoms and Emotional Problems as Moderators of Program Effects on Children's Conduct Problems (Y - axis Reflects Post Intervention ECBI Scores Adjusted for Baseline ECBI sScores Adjusted for Baseline ECBI scoresscores)

Standardized Cronbach's alpha coefficients (α) were computed for the SDQ scales (emotional symptoms, conduct problems, hyperactivity / inattention, peer problems, prosocial behavior) impact score and total difficulties score.

Mental health problems were assessed using the self - report version of the Strengths and Difficulties Questionnaire (SDQ), a multi-informant wide - angle screening questionnaire.26, 27 The SDQ has been used in a large number of population - based studies in several countries.27 It is a 25 - item questionnaire with five subscales, each consisting of five items, generating scores for emotional symptoms, conduct problems, hyperactivity — inattention, peer problems and prosocial behaviour.

To screen the control group negative for anxiety symptoms, the Emotional symptoms subscale was checked to ensure that all controls scored below the clinical cut - off of 5, established within a representative German sample (Woerner et al., 2004).

Non-white children scored better on Emotional Symptoms and Conduct Problems scores, but worse on Peer Relationship Problems and Pro-social Behaviour, and results were non-significant on the Hyperactivity / Inattention scale.

All caregivers completed the 25 - item Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)-- a commonly used child - psychiatric screener that yields symptom scores for emotional symptoms (i.e., anxiety and mood symptoms), conduct problems, hyperactivity, and peer problems.