Sentences with phrase «inattention subscale»

None of the self reported measures had an α > 0.70 and only the hyperactivity — inattention subscale for the parent scale and the hyperactivity — inattention and the prosocial behaviour scales for the teacher scale reached this level.

The Hyperactivity - Inattention subscale of the SDQ reported by fathers of 10 years old girls (M = 2.84, SD = 1.95) via the Internet was significantly higher (t (75) = 2.51, p =.21, Cohen's d = 0.60) than corresponding value from fathers using paper - and - pencil (M = 1.75, SD = 1.7).

The reported internal reliability pattern is very similar across the studies, Hyperactivity - Inattention subscale has the strongest reliability and Peer Problems subscale has the weakest.

The Strengths and Difficulties Questionnaire hyperactivity - inattention subscale is more sensitive for the ADHD - combined subtype than other subtypes in 7 — 9 - year - old school children

Peer problem alphas range from 0.39 to 0.59 and the hyperactivity - inattention subscale from 0.66 to 0.80 (Goodman, 2001; Hawes & Dadds, 2001; Mellor, 2004; Widenfelt et al., 2003).

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

In the present study, the emotional symptoms and peer problems subscales of the SDQ were combined into an «internalizing» subscale, whereas the conduct and hyperactivity - inattention subscales were joined into an «externalizing» subscale (range from 0 to 20; [21]-RRB-.

Not exact matches

Parent rated subscales vary between hyperactivity - inattention alphas of 0.84 to peer problems and prosocial behaviour alphas of 0.57 (Goodman, 2001; Mellor, 2004; Widenfelt et al., 2003).

Due to the ordinal and categorical nature of the response options, reliability was assessed using polychoric correlation - based version of the reliability coefficients.45 These analyses suggested satisfactory internal consistency for the SDQ total difficulties scale (α = 0.86) and for all subscales (α emotional problems = 0.82, conduct problems = 0.71, hyperactivity — inattention = 0.76, peer problems = 0.75 and prosocial behaviours = 0.77).

#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 measure includes two subscales: Inattention and Hyperactivity — Impulsivity.

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

There are two subscales as «inattention» and «hyperactivity / impulsivity».

Prosocial Behaviour and Psychopathology were assessed using the 25 - item SDQ, 12 13 which comprises four psychopathology subscales (Emotional Symptoms, Peer Relationship Problems, Conduct Problems, Hyperactivity - Inattention), and a Prosocial Behaviour subscale.

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

These studies allowed the calculation of effect sizes for global ADHD symptoms and subscales that assess specific types of ADHD symptoms (ie, inattention, impulsivity, overactivity).

Parents with lower education reported significantly higher scores on the subscale Hyperactivity - Inattention (mean difference = 0.34) as well as higher SDQ Total Difficulties score (mean difference = 0.79).

The SDQ symptom scales contain 25 items divided into five subscales, namely Emotional Symptoms, Conduct Problems, Hyperactivity - Inattention, Peer Problems, and Prosocial Behavior.

The SDQ symptom scales contain 25 items divided into five subscales, namely emotional symptoms, conduct problems, hyperactivity — inattention, peer problems, and prosocial behaviour.

In our Chinese sample the principle components analyses in the main support the Hyperactivity - Inattention, Emotional and Prosocial subscales but provide less support for the Conduct and Peer Problems subscales.

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).

Our findings on the reliability revealed a very good internal consistency of the SDQ - T TDS (α = 0.77 — 0.83) and of the subscales hyperactivity / inattention (α = 0.84 — 0.88).

An example of a question in the inattention - hyperactivity subscale is: «Restless, overactive, can not stay still for long».

The SDQ - s is a brief psychiatric screening instrument for children and adolescents consisting of 25 items, which make up five 5 - item subscales assessing Conduct Problems, Hyperactivity — Inattention, Emotional Symptoms, Peer Problems, and Prosocial Behavior.

However, an exception could possibly be made for the hyperactivity / inattention problem scale of the SDQ - T; this subscale demonstrated both the highest reliability (Cronbach's alpha 0.88) and highest validity (Spearman's correlation coefficient 0.72) in our study.

The DBDRS has 42 items and four subscales: Inattention, Hyperactivity / Impulsivity, ODD, and CD and is rated on a 4 - point Likert scale.

For parent ratings there was a main effect of age on the emotional symptoms [F (1, 1963) = 11.8, p <.001] and hyperactivity / inattention [F (1, 1963) = 40.7, p <.001] subscales.

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.

The structural analysis suggests that whilst there is support for the Prosocial behaviour, Hyperactivity / Inattention and Emotional Problems subscales there appear to be differences in the way the Chinese interpret the questions relating to Conduct and Peer Problems.