Psychometric Properties of the Strengths and Difficulties Questionnaire in a Sample of Albanian Elementary School Children

INTRODUCTION: The Strengths and Difficulties Questionnaire (SDQ) is a 25-item screening measure for emotional and behavioral problems in children and adolescents ages 4 to 17. AIM: To evaluate the reliability and factor structure of SDQ teacher version in a sample of Albanian elementary school children. MATERIAL AND METHODS: Teachers of children (N = 542) from three elementary schools of Tirana city, Albania, (aged 6 to 12 years, grade 1-4) completed the Albanian version of SDQ. Internal consistency reliability was determined by calculation of the Cronbach-α coefficient and average inter-item correlation. Both Confirmatory factor analysis (CFA) and Exploratory factor analysis (EFA) examined the underlying factor structure of the questionnaire. RESULTS: Internal consistency reliability of subscales ranged from “acceptable” to “good” with α values that ranged from α =.68 (prosocial) to α = .83 (hyperactivity-inattention) and average inter-item correlation ranged from 0.5 for hyperactivity scale to 0.20 for total difficulties scale. Confirmatory factor analysis did not confirm the five factor structure of the teacher version of SDQ in Albanian, with values of incremental fit indices (X(2)(265)= 1562.72, p<.0001; Comparative Fit index, (CFI) =.814; Tucker-Lewis Index, (TLI) =.772) and Root Mean-Square Error of Approximation ( RMSEA) =.095 indicating a misfit. Exploratory factor analysis revealed a different pattern of factor loadings for items of hyperactivity and conduct scale suggesting a non-one-dimensional contribution of the items. CONCLUSION: The SDQ demonstrated satisfying reliability based on internal consistency coefficients but must be used with caution when screening for Attention Deficit/Hyperactivity disorder in Albanian elementary school children.