Strengths and Difficulties Questionnaire (SDQ Sample Clauses

Strengths and Difficulties Questionnaire (SDQ. The SDQ is a brief screening instrument used to assess positive and negative aspects of children’s behaviour. Although the clinical usefulness of the SDQ has been confirmed in the field of child psychiatry it has not been specifically validated for children with XXX (Xxxxxx et al., 2010). Research indicates children with ASD tend to score significantly higher on emotional and peer problems sub-scales. As the DSM-IV diagnostic criteria for ASD are based on qualitative impairment in social interaction, which results in peer problems, this is not surprising. As the impairments in social interaction are pervasive, it is arguable that using the SDQ to evaluate treatment effectiveness in ASD is fundamentally flawed. Although the service recognises these limitations, the SDQ is used in order to meet the Trust’s expectations of use of routine outcome measures. From Mrs X’s report, Xxxx’s emotional symptom score reduced from a ‘abnormal’ to a ‘borderline’ level of difficulty from assessment to end of treatment. This may indicate that Xxxx was beginning to use some of his ‘emotional tools’ to help him better manage his anxiety. This was reflected in Mrs X’s comments that Xxxx had been independently using his ‘O2 regulator’/diaphragmatic breathing when he felt anxious. Interestingly Xxxx’s total difficulties score increased, which may reflect more noticeable friendship difficulties at school, demonstrated by an increase in the peer problem score. This may indicate that although the course of treatment was helpful for providing Xxxx with anxiety management skills it did not aid his difficulties with social interaction. This could be because the treatment was not targeted at social skills or because this is part of his ASD, which is not amenable to change through short-term intervention. Alternatively, the increase in scores on this measure could indicate increased awareness and attention