Harmonisation of assessments of attention, social, emotional, and behaviour problems using the Child Behavior Checklist and the Strengths and Difficulties Questionnaire
Harmonisation of assessments of attention, social, emotional, and behaviour problems using the Child Behavior Checklist and the Strengths and Difficulties Questionnaire
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DOI：
10.1002/mpr.2001
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发表时间：
2024-01-12
影响因子：
3.1
通讯作者：
Jaekel J
中科院分区：
文献类型：
--
作者：
Baumann N;Anderson PJ;Johnson S;Marlow N;Wolke D;Jaekel J
对通过不同仪器获得的数据进行追溯协调会产生测量误差，即使假设基本概念是相同的。我们测试了一种新的方法，用于协调两种广泛使用的测量情绪和行为问题的工具：儿童行为检查表(CBCL)和强项和困难问卷(SDQ)。CBCL和SDQ的条目内容被映射到四个维度：情绪问题、同伴关系问题、多动/注意力不集中和品行问题。不同的测试样本来自澳大利亚和欧洲的四项前瞻性纵向出生队列研究，他们使用一种或两种工具。合并样本包括5188个数据点，评估6-13岁的儿童和青少年(N=每个队列257-704名参与者)。采用潜变量多组验证性因素分析评价测量不变性。CBCL和SDQ中的15个条目被映射到四个维度，允许作为逐步过程的一部分进行测量不变性测试。在所有四个维度上，建立了CBCL和SDQ之间的部分严格不变性。情绪、同伴关系、多动症/注意力不集中和品行问题的协调维度在CBCL和SDQ中是不变的，这表明这些维度可以可靠地与有限的测量误差进行比较。
Retrospective harmonisation of data obtained through different instruments creates measurement error, even if the underlying concepts are assumed the same. We tested a novel method for item‐level data harmonisation of two widely used instruments that measure emotional and behavioural problems: the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ). Item content of the CBCL and SDQ was mapped onto four dimensions: emotional problems, peer relationship problems, hyperactivity/inattention and conduct problems. A diverse test sample was drawn from four prospective longitudinal birth cohort studies in Australia and Europe who used one or both instruments. The pooled sample included 5188 data points assessing children and adolescents aged 6–13 years (N = 257–704 participants per cohort). Measurement invariance was assessed using latent variable multi‐group confirmatory factor analysis. Fifteen items from the CBCL and SDQ were mapped onto four dimensions allowing for measurement invariance testing as part of a stepwise process. Partial strict invariance between CBCL and SDQ assessments was established for all four dimensions. The harmonised dimensions of emotional, peer relationship, hyperactivity/inattention and conduct problems are invariant across the CBCL and SDQ suggesting that these dimensions can be reliably compared with limited measurement error.
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