Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions.
By T. Achenbach, A. Becker, M. Döpfner, E. Heiervang, V. Roessner, Hans-Christoph Steinhausen, A. Rothenberger. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2008
683 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/25f577cbc52a496f077dd43b88d6280e43038e28
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Anna Goodman
- Alessandra Raudino
- D. Lamping
- George Ploubidis
- Gianmarco Altoé
- D. Chessa
- S. Salcuni
- A. Lis
In Education
Citations in the corpus
- The Strengths and Difficulties Questionnaire (SDQ). Early evidence of its reliability and validity in a community sample of Italian children (2010, methodology): “Cut-off points on distributions of scale scores and top-down selections of items could be used to provide accurate diagnoses (Achenbach et al., 2008).”
- When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British Parents, Teachers and Children (2010, background): “The SDQ total difficulties score, which is the sum of the emotional, peer, behavioral and hyperactivity subscales, has been found to be a psychometrically sound measure of overall child mental health problems in studies from around the world (Achenbach et al. 2008; Goodman and Goodman 2009; Goodman ”