The Strength and Difficulties Questionnaire: Russian validation of the teacher version and comparison of teacher and student reports

Objective firm factor structure of the teacher Strengths and Difficulties Questionnaire (SDQ) and to compare teacher and student reports in Russian youth. Q and psychopathology measures were completed by teachers in a representative sample of urban adolescents (N = 528). The factor structure was examined on two randomly selected split-halves of the sample, and using a gender split. The functional impairment score was predicted by the SDQ problem scales. s t for all models was acceptable. The fit did not decrease when applying increasing constraints in the random-split model, but became significantly worse for the gender model, suggesting lack of measure invariance. SDQ problem scales explained 37% of functional impairment variance. Significant scale interaction (emotional problems∗peer problems and conduct problems∗hyperactivity) suggest that combination of these problems produces an additional impact on functioning. sions Q teacher report may represent a potentially useful screener for children and youth.