Exploratory Graph Analysis of the Strengths and Difficulties Questionnaire for Aboriginal and/or Torres Strait Islander Children.

Pedro Henrique Ribeiro Santiago,Dandara Haag,Davi Manzini Macedo,Joanne Hedges,Rachel Roberts,Lisa Jamieson,Lisa Smithers

doi:10.3389/fpsyg.2021.573825

Pedro Henrique Ribeiro Santiago, Dandara Haag + Show 5 more

Open Access

https://doi.org/10.3389/fpsyg.2021.573825

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Abstract

In Australia, one of the most frequently used measures for assessing social and emotional well-being (SEWB) of Aboriginal and/or Torres Strait Islander children is the Strengths and Difficulties Questionnaire (SDQ). Previous studies on state-level validations have indicated the problems associated with the original five-factor SDQ structure, especially in the dimension of Peer Problems. The aim of this study was to use a novel psychometric methodology, namely Exploratory Graph Analysis (EGA), to evaluate the dimensionality of caregiver-informant SDQ version 4–10 years at a national level in Australia. Data for this study were retrospectively collected from two independent longitudinal studies: the Longitudinal Study of Indigenous Children (LSIC) and South Australian Aboriginal Birth Cohort (SAABC). The caregiver-informed SDQ version 4–10 years was applied across several study waves, including more than 4,000 responses. To conduct EGA, Gaussian graphical models (GGMs) were estimated using the Least Absolute Shrinkage and Selection Operator. About 2,500 bootstrap samples were also employed to investigate dimensions and item stability. The findings indicated robust evidence against the construct validity of the original five-factor SDQ structure. Future studies should conduct a direct external validation of the findings with Aboriginal and/or Torres Strait Islander parents/carers and community groups to develop the guidelines for future use of the instrument among Aboriginal and/or Torres Strait Islander children in Australia.

Highlights

In Australia, Aboriginal and/or Torres Strait Islander children disproportionally experience early developmental indicators that are poorer in performance compared to non-Aboriginal and/or Torres Strait Islander children (DSS, 2015; AIHW, 2018)
Data collected from across Australia suggest that Aboriginal and/or Torres Strait Islander children aged 4–17 years are at a higher risk of clinically significant emotional and behavioral difficulties compared to their non-Indigenous peers (Zubrick et al, 2005; DSS, 2015)
Despite the information on the Strengths and Difficulties Questionnaire (SDQ) version 2–4 years being collected in certain Longitudinal Study of Indigenous Children (LSIC) waves, this study focused on the SDQ version 4–10 years as this version can be applied throughout a very long period of Aboriginal and/or Torres Strait Islander child development

Summary

Introduction

In Australia, Aboriginal and/or Torres Strait Islander children disproportionally experience early developmental indicators that are poorer in performance compared to non-Aboriginal and/or Torres Strait Islander children (DSS, 2015; AIHW, 2018). Islanders on the margins of Australian society, which impacts health and social and emotional well-being (SEWB) across generations (Paradies, 2016). Data collected from across Australia suggest that Aboriginal and/or Torres Strait Islander children aged 4–17 years are at a higher risk of clinically significant emotional and behavioral difficulties compared to their non-Indigenous peers (Zubrick et al, 2005; DSS, 2015). Mental-health-related conditions (e.g., depression, anxiety, alcohol misuse, self-inflicted injuries, and suicide) are the main contributors to the burden of disease for Aboriginal and/or Torres Strait Islander young people aged 10–24 years (AIHW, 2018). The design of early prevention and intervention strategies depends on the appropriate measurement of SEWB levels that consider an adaptation to specific sociocultural contexts (Williamson et al, 2014)

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