Presentation on theme: "The Strengths and Difficulties Questionnaire in Glasgow City Primary Schools Louise Marryat, Researcher."— Presentation transcript:
The Strengths and Difficulties Questionnaire in Glasgow City Primary Schools Louise Marryat, Researcher
1.What is the Strengths and Difficulties Questionnaire (SDQ)? 2.Why are we are we collecting these data? 3.How can schools use results? 4.What have we found so far? Presentation outline
What is the Strengths and Difficulties Questionnaire?
The Strengths and Difficulties Questionnaire (www.sdqinfo.org) A brief behavioural screening questionnaire for 3-16 year olds. 2 versions – 3-4 years, 4-16 years Can be completed by teachers, parents, or children (11-15 yrs) Already used: as before- and after- measure as a population measure of children’s wellbeing e.g. ‘Growing up in Scotland study’ as part of the annual assessment of looked-after children in England routinely in Glasgow as part of ‘Nurture Group’ assessment NOT a diagnostic tool
Emotional Symptoms Conduct problem Hyperactivity/inattention Peer Relationships Pro-social skills The SDQ domains
SDQs in Glasgow
When are we collecting SDQs in Glasgow? 30 months Completed by parents Administered by Health Visitors Pre-School Completed by nursery staff P3 Completed by class teachers P6 Completed by children (self- complete)
Why are SDQs being collected in Glasgow? Part of the Evaluation of the Parenting Support Framework in Glasgow City Explore levels of social, emotional and behavioural difficulties in Glasgow Look at individual difficulties across childhood
Part of a wider parenting evaluation Part of the transition documentation To inform Education Services/NHS For use in schools Big Noise evaluation How are SDQs being used in Glasgow?
What do schools receive and what can they do with results?
e.g. Results passed to P1 staff at transition: What schools receive GLASGOW ROAD PRIMARY SCHOOL SDQ 2012 NAME EMOTIONAL SYMPTOMS CONDUCT PROBLEMS HYPERACTIVITY PEER PROBLEMS TOTAL DIFFICULTIES PROSOCIAL BEHAVIOUR Paul Jenkins Jamie Famer Aimee Burney Brian Jenkins Bilal Farooq Shaun Brown KEY: Andrew Watson NORMAL Joe Peters BORDERLINE Elenor Candlish DIFFICULTIES Calum Nicholson Jack Smith Lorna Whiley Amy Shandon Katie Ross Lee Hope
Formalises measures of social/emotional development Creates a shared language Used for class/seat planning An ‘early warning system’ to highlight children who may need extra support A document to go back to if problems arise later To highlight where additional training may be required by a teacher As a baseline for tracking progress Any other suggestions? How can SDQs be used in schools?
“it gives people a wee bit more insight into this wee one, he could be a wee Einstein but…no social skills” Nursery Head n.9 “it also highlighted some wee children that maybe we had never actually thought about (in this way) before” Nursery Head n.4 What do preschool staff say about the SDQ?
“It definitely makes you think about the pupil. Because although we often have to consider that pupil, their behaviours and so on, not a lot of the time do you actually sit down and think about a pattern you see about things.” [P3 staff] “Well, for myself it’s an eye opener, you know, that many children in the survey feel like that... for adults, its enlightening for us, and the children, I think it’s comforting for them to know that.” [P6 staff] Staff views of the P3/6 Pilot
What have we found out so far?
3-8% of children had indications of language difficulties 8.8% had likely total difficulties on the SDQ 13.4% having difficulties with conduct problems Substantial overlaps between SDQ subscale scores Children with difficulties on the SDQ are about 3x as likely to have language delay than those with no difficulties Most children with difficulties on SDQ or language assessments were in the lowest (“core”) category of developmental risk 30 month findings
Preschool “Likely Difficulties” on subscales by year: 2010 to 2013
2013: Preschool girls vs. Boys likely difficulties
Preschool results: SDQ scores once level of deprivation etc. Is taken account of. Red = worse Cream = average Green = better
P3 “Likely Difficulties” on subscales cohort: 2012 pilot; 2013; UK 5-10 yrs
P3 Pilot results by gender
Proportion of boys in Glasgow with likely difficulties by age
Joining up the data: School Inductions 2012
Linking data – Who attends School induction/Triple P seminars?
The EY establishments, parents and primary staff who took part John Butcher, Morag Gunion, Amanda Kerr, Dr Michele McClung, and City of Glasgow Education Services Prof. Phil Wilson Dr Lucy Thompson, Dr Jane White and Fiona Sim Dr Graham Connelly Kim Jones, Sheena McGowan, Elsa Ekevall & Kelly Chung Dr Sarah Barry (Robertson Centre for Biostatistics) Acknowledgements