只有管​​理SDQ教师版本的研究都包含在下面的摘要中。鉴于涉及SDQ的大量研究，并非所有涉及SDQ。我们专注于使用创伤暴露和各种人口的使用审查。虽然研究由标题进行分组（例如，“和其他国家/地区使用”和“在其他国家的使用”），但类别之间存在很多重叠。The SDQ Teacher version, along with other SDQ versions, has been used in many studies of conduct disorder and behavior problems including twin studies examining genetic and environmental influences (e.g., Saudino, Ronald, & Plomin, 2005; Scourfield, Van den Bree, Martin, & McGuffin, 2004). With regard to validity, the SDQ was found to correlate significantly with the Rutter (Teacher Report Total Deviance on the Rutter and Total Difficulties on SDQ: r=.92; Goodman, 1997). Diagnoses made using the SDQ (Parent and Teacher reports combined) were compared to clinicians’ diagnoses of DSM-IV disorders (Mathai, Anderson, & Bourne, 2004). Significant correlations were found between clinical diagnoses and SDQ prediction (Hyperactivity Disorder (Kendall’s tau-b=.44, p<.001); Conduct Disorder (.56, p<.001); Emotional Disorder (.39, p<.001). The SDQ also appears to discriminate between groups of children. ROC analyses showed that the SDQ and Rutter questionnaires had equivalent predictive validity, with respect to their ability to discriminate between psychiatric and dental clinic samples (Goodman, 1997). Another study reported that institutionalized children scored higher than did non-institutionalized children on total difficulties scores and on Hyperactivity, Emotional Problems, and Conduct Problems (Muris & Maas, 2004). USE WITH DIVERSE POPULATIONS 1. All versions of the SDQ (Child, Parent, and Teacher) were found to have acceptable internal consistency and validity and to be considered a robust measure for children and adolescents with intellectual disabilities (Emerson, 2005). 2. In England the use of the SDQ Teacher and Parent versions was examined in a sample of strictly Orthodox preschool children aged 3 to 4 (Lindsey, Frosh, Loewenthal, & Spitzer, 2003). USE IN OTHER COUNTRIES The SDQ has been used in many countries to examine rates of psychopathology. Studies have also examined the psychometrics of the measure in different countries. Many of these studies are detailed below. 1. Woerner et al. (2004) reported on the use of the SDQ overseas (beyond Europe) in Brazil, Canada, the Middle East, Asia, and Australia. They report that the data provides support for the psychometric properties of the measure. BANGLADESH 1. Mullick & Goodman (2001) examined the psychometrics of a Bangla version (translated and back-translated) with a sample of 99 clinic and 162 community Bangladeshi children aged 4-16. They found that SDQ scores distinguish between community and clinic samples, and between children with different psychiatric diagnoses. Using ROC curves for each SDQ scale, AUC (Area under curve) = >.80 were found for Total Impact, Conduct Problems, and Hyperactivity. For Parent, Teacher, and Child reports, Emotional Symptoms were able to distinguish between clinic cases with and without an emotional disorder; Conduct Problems were able to distinguish between clinic cases with and without conduct disorder; and Hyperactivity was able to distinguish between those with and without a hyperactivity disorder. GAZA 1. A study of Arab children living in the Gaza Strip suggests that the standard factor structure may not be appropriate for these children and that certain items appeared to have different meaning for these participants compared to Western participants (Thabet, Stretch, & Vostanis, 2000). BRAZIL 1. Cury & Golfeto (2003) used Brazilian Teacher and Parent versions of the SDQ and suggested that the SDQ may be useful for preliminary screening of possible psychiatric disorders. The article was not reviewed, as it is in Portuguese. 2. The SDQ (Parent, Teacher, and Child versions) was also used in another study that examined child mental health problems in a rural African-Brazilian community (Goodman, dos Santos, Nunes, de Miranda, Fleitlich-Bilyk, & Filho, 2005). The authors report significant agreement between the SDQ and the Development and Well-Being Assessment (DAWBA). SOUTHERN EUROPEAN COUNTRIES Marzocchi, Capron, Di Pietro, Tauleria, Duyme, Frigerio, et al. (2004) described the use of the SDQ in Southern European countries (Italy, Spain, Portugal, Croatia, France). SPANISH SDQ The Spanish version of the SDQ has been used in a number of studies. 1. García, Goodman, Mazaira, Torres, Rodríguez-Sacristán, Hervas & Fuentes (2000) reported on the initial psychometrics comparing the SDQ with the CBCL and Child Behavior Questionnaire. 2. García Cortázar, Mazaira, & Goodman (2000) examined the psychometrics of the Spanish Parent and Teacher SDQs in a sample of 132 clinic children and 48 pediatric patients in Spain. The abstract of the article suggests that the SDQ discriminated between the two groups and had satisfactory validity. GREEK 1. Bibou-Nakou, Kiosseoglou, & Stogiannidou (2001) examined the correspondence between Teacher and Parent ratings on the SDQ in a sample of Greek children. Difficulties scores according to Teacher Report are related to school achievement, and according to Parent Report are related to family dysfunction. NORDIC COUNTRIES A review article on the use of the SDQ in Nordic countries (Obel, Heiervang, Odriguez, Heyerdahl, Smedje, Sourander, et al., 2004) suggested that the distributions of the SDQ are similar across countries and suggested collaboration in developing norms for Nordic countries. The authors described the use of the SDQ in Sweden, Finland, Norway, Denmark, and Iceland, detailing studies in each of these countries that had used the SDQ. FINNISH 1. Koskelainen, Sourander, & Kaljonen (2000) reported on the psychometrics of the Parent, Teacher, and Child SDQ in a sample of Finnish children aged 7-15 (n=735). They reported on the internal consistency for all three reporters as ranging from alpha=.63-.86. Teachers had the best internal consistency (M=.79) compared to Parents and Child (.67 and .65, respectively). Inter-rater reliability (correlations) ranged from .28-.40 for Child and Parents, .28-.38 for Child and Teachers, and .29-.45 for Parents and Teachers. The validity was supported through strong correlations with the CBCL and Youth Self-Report. For example, the Total CBCL and Parent SDQ were correlated at r=.75 and the Total Child Self-Report SDQ and YSR Total were correlated at .71. HOLLAND van Widenfelt, Goedhart, Treffers, & Goodman (2003) described translation and back-translation procedures for all versions (Parent, Child, Teacher) into Dutch. They reported on internal consistencies and means for all three versions as well as correlations among reporters. The Teacher report had good internal consistencies (.74-.89). They found good evidence of concurrent validity as SDQ scales correlated with the Children’s Depression Inventory, Revised Children’s Manifest Anxiety Scale, CBCL, and YSR. GERMANY 1. Klasen, Woerner, Rothenberger, & Goodman (2003) described the psychometric properties of the German SDQ Parent, Teacher, and Self-Report. These data are summarized from the abstract, as the article is in German. They reported that factor analysis replicated the original scale structure. The SDQ was correlated with the German version of the CBCL, as expected. They suggested that the German version is as useful and valid as the English version. 2. Becker, Woerner, Hasselhorn, Banaschewski, & Rothenberger (2004) examined the validity of the SDQ (Parent and Teacher reports) in a German clinical sample. They report internal consistencies: Parent (.72-.81) and Teacher (.75-.83). All correlations between SDQ subscales and corresponding CBCL/TRF scales were significant (p<.001). For example: SDQ Total difficulties and TRF Total Problems (r=.87), SDQ Emotional Problems and TRF Internalizing Problems (r=.80), SDQ Conduct Problems and TRF Externalizing (r=.86), SDQ Hyperactivity/Inattention and TRF Attention Problems (r=.80), SDQ Prosocial Behavior and TRF Social Problems =-.19. Factor analysis of Teacher SDQs resulted in a 5-factor solution accounting for 57.9% of the variance, with a high degree of concordance between what was found and the original SDQ scales. ROC analysis was used to examine the discriminative validity of the SDQ and CBCL/TRF with respect to diagnosis. SDQ Parent, SDQ Teacher, CBCL, and TRF were equally able to differentiate between patients with a clinical diagnosis and those without. The SDQ Parent and SDQ Teacher were better at predicting children with ADHD than were the Attention Problems Scale of the CBCL or TRF. The Internalizing CBCL Scale was better at detecting children with emotional disorders than was the Emotional Problems Scale of the SDQ. CONGO In a study of 1,187 children aged 7-9 from Kinshasha, Democratic Republic of Congo, the French version of the SDQ was completed by teachers. Principal components with a varimax rotations, suggested the presence of a 5-factor model accounting for 44% of the variance. Factors were similar to that found in the British sample. Children in the study scored higher than British mean scores. The internal consistency was acceptable (.66-.81), excepting the Peer Problems Scale (alpha=.35). Children who scored above the 90th percentile on the Total Difficulties Score were at significantly higher risk for low school performance. Similar results were reported for the 5 SDQ scales, with the highest risk for the Hyperactivity Scale (Kashala, Elgen, Sommerfelt, & Tylleskar, 2005). KENYA The Parent and Teacher SDQs have been used with a Kenyan, Luo-speaking sample to examine the relation between stress and behavior in children orphaned because of AIDS. TREATMENT OUTCOME 1. Mathai, Anderson, & Bourne (2003) found significant declines on SDQ Teacher total following 6 months of treatment. Gavida-Payne, Littlefield, Hallgren, Jenkins, & Coventry (2003) also reported significant change in an inpatient sample. USE WITH TRAUMA-EXPOSED POPULATIONS REFUGEE CHILDREN The SDQ-Teacher Report has been used in multiple studies of refugee children from war-affected countries, many of whom had experienced traumatic events. 1. Fazel & Stein (2003) found that refugee children scored significantly higher than ethnic minority children did on Total and Emotional scores. Significantly more refugee children than did ethnic minority children were classified as psychiatric cases (SDQ Total>=14 and Impact >=2). 2. Refugee children participating in school-based treatment programs showed decreases in problems on the SDQ as reported by teachers during a randomized control pilot of a CBT program (Ehntholt, Smith, & Yule, 2005; O’Shea, Hodges, Down, & Bramley, 2000). MALTREATED CHILDREN In a study of maltreatment among Palestinian youth in the Gaza Strip, youth who were maltreated scored higher on many SDQ scales (Self and Teacher reports) than did non-maltreatment youth. Teacher-rated SDQ scores were predicted by coping strategies of blaming oneself and refusing to believe what happened (Thabet, Tischler, & Vostanis, 2004).