Concurrent and Predictive Validity of the SDQ and the BASC-2 BESS in the Project to Learn About Youth- Mental Health Open Access
Elia, Hayley Jean (2016)
Published
Abstract
Introduction: The early identification of behavioral and emotional difficulties is imperative to guarantee that the mental health needs of youth are met. Limitations in traditional identification systems have led a large number of at-risk youth to remain unrecognized and without appropriate services. School-based screening improves upon conventional systems by demanding an assessment of all children potentially at-risk for mental disorders so that at-risk youth may be identified and linked to services more efficiently. However, comparative research about instruments used to conduct school-based screening is lacking. The goal of this paper is to assess the concurrent and predictive validity of two widely used screening instruments, the SDQ and BASC-2 BESS.
Methods: Data from Stage 1 of the Project to Learn About Youth- Mental Health were used to assess linear associations and levels of agreement between the teacher forms of the SDQ and BASC-2 BESS. Data from Stage 1 were then merged with in-depth mental health assessment data to evaluate each instrument's ability to accurately predict DSM-IV criteria for mental health disorders overall and by internalizing and externalizing subcategories as ascertained by the gold standard, DISC version-IV.
Results: The SDQ and BASC-2 BESS demonstrated sufficient concurrent validity overall [κ = 0.64 (95% CI: 0.60, 0.68); r = 0.85, p <.0001]. Levels of agreement varied according to students' grade level, with transition grades demonstrating the lowest levels of agreement. The SDQ demonstrated greater sensitivity, positive predictive power, and negative predictive power, while the BASC-2 BESS demonstrated greater specificity. Both screeners demonstrated low positive predictive power in predicting internalizing conditions.
Discussion: Both screeners demonstrated sufficient levels of concurrent validity. Agreement between instruments was lowest for grade levels typically viewed as transition periods in students' schooling. Agreement was also lowest for students performing in the top 25% of students, indicating that emotional and behavioral characteristics may be more difficult to ascertain for top-performing students. The SDQ demonstrated a greater ability to classify children according to risk level and to detect children truly at risk, while the BASC-2 BESS was better able to detect low-risk individuals. Neither screening tool demonstrated adequate predictive validity for internalizing disorders.
Table of Contents
CHAPTER 1: INTRODUCTION……………………………………………………………...1
1.1 Community-Based Screening as a Means of Identification…………...............3
1.2 Theoretical Underpinnings……………………………………………………...........4
1.3 Selection of High Quality Screening Tools……………………………………........5
1.4 Statement of the Problem….…………………………………………………………...7
1.5 Purpose………………………………………………………………….………..….........8
1.6 Significance of the Research……………………………………………………..........8
CHAPTER 2: LITERATURE REVIEW………………………………………………………..9
2.1 BASC-2 BESS Overview………………………………………………………...………..9
2.2 BASC-2 BESS Psychometric Properties & Reliability/Validity……………......10
2.3 Strengths and Difficulties Questionnaire (SDQ) Overview……………...........10
2.4 SDQ Psychometric Properties & Reliability/Validity……………………………..11
2.5 Diagnostic Interview Schedule for Children (DISC)…………………...............13
CHAPTER 3: METHODOLOGY……………………………......................................13
3.1 PLAY-MH Study Design……………………………................……….…………....13
3.2 Statistical Analyses……………………………................…………………………..15
CHAPTER 4: RESULTS……………………………................……………………….…..16
CHAPTER 5: DISCUSSION……………………………................……………………...29
5.1 Implications..........................................................................................29
5.2 Strengths and Limitations……………………………................………………….30
5.3 Recommendations……………………………................…………………………...31
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