SDQ (Strength and Difficulties Questionnaire)

2-4
Strengths and Difficulties Questionnaire
For each item, please mark the box for Not True, Somewhat True or Certainly True. It would help us if you answered all items as
best you can even if you are not absolutely certain or the item seems daft! Please give your answers on the basis of the child's
behaviour over the last six months or this school year.
Child's Name .............................................................................................. Male/Female
Date of Birth...........................................................
Not Somewhat Certainly
True True True
Considerate of other people's feelings □ □ □
Restless, overactive, cannot stay still for long
□ □ □
Often complains of headaches, stomach-aches or sickness □ □ □
Shares readily with other children (treats, toys, pencils etc.)
□ □ □
Often has temper tantrums or hot tempers □ □ □
Rather solitary, tends to play alone □ □ □
Generally obedient, usually does what adults request □ □ □
Many worries, often seems worried □ □ □
Helpful if someone is hurt, upset or feeling ill
□ □ □
Constantly fidgeting or squirming □ □ □
Has at least one good friend □ □ □
Often fights with other children or bullies them
□ □ □
Often unhappy, down-hearted or tearful □ □ □
Generally liked by other children □ □ □
Easily distracted, concentration wanders
□ □ □
Nervous or clingy in new situations, easily loses confidence □ □ □
Kind to younger children □ □ □
Often argumentative with adults □ □ □
Picked on or bullied by other children □ □ □
Often volunteers to help others (parents, teachers, other children) □ □ □
Can stop and think things out before acting □ □ □
Can be spiteful to others □ □ □
Gets on better with adults than with other children □ □ □
Many fears, easily scared □ □ □
Sees tasks through to the end, good attention span □ □ □
Signature ........................................................................... Date ...........................................................................
Parent/Playgroup leader/Nursery teacher/Other (please specify:)
Thank you very much for your help © Robert Goodman, 2005
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Often lies or cheats □ □ □
Thinks things out before acting □ □ □
Steals from home, school or elsewhere □ □ □
Signature ........................................................................... Date ...........................................................................
Parent/Teacher/Other (please specify:)
best you can even if you are not absolutely certain or the item seems daft! Please give your answers on the basis of how things
have been for you over the last six months.
Your Name .............................................................................................. Male/Female
Date of Birth...........................................................
True True True
I try to be nice to other people. I care about their feelings □ □ □
I am restless, I cannot stay still for long
□ □ □
I get a lot of headaches, stomach-aches or sickness □ □ □
I usually share with others (food, games, pens etc.)
□ □ □
I get very angry and often lose my temper □ □ □
I am usually on my own. I generally play alone or keep to myself □ □ □
I usually do as I am told □ □ □
I worry a lot □ □ □
I am helpful if someone is hurt, upset or feeling ill
□ □ □
I am constantly fidgeting or squirming □ □ □
I have one good friend or more □ □ □
I fight a lot. I can make other people do what I want
□ □ □
I am often unhappy, down-hearted or tearful □ □ □
Other people my age generally like me □ □ □
I am easily distracted, I find it difficult to concentrate
□ □ □
I am nervous in new situations. I easily lose confidence □ □ □
I am kind to younger children □ □ □
I am often accused of lying or cheating □ □ □
Other children or young people pick on me or bully me □ □ □
I often volunteer to help others (parents, teachers, children) □ □ □
I think before I do things □ □ □
I take things that are not mine from home, school or elsewhere □ □ □
I get on better with adults than with people my own age □ □ □
I have many fears, I am easily scared □ □ □
I finish the work I'm doing. My attention is good □ □ □
Your signature ................................................................... Today's date .......................................................................
Strengths and Difficulties Questionnaire S18+
best you can even if you are not absolutely certain. Please give your answers on the basis of how things have been for you over
the last six months.
Date of Birth...........................................................
True True True
I am restless, I find it hard to sit down for long
□ □ □
I usually share with others, for example food or drink
□ □ □
I would rather be alone than with other people □ □ □
I am generally willing to do what other people want □ □ □
□ □ □
I have at least one good friend □ □ □
□ □ □
I am often unhappy, depressed or tearful □ □ □
Other people generally like me □ □ □
□ □ □
I am kind to children □ □ □
Other people pick on me or bully me □ □ □
I often offer to help others (family members, friends, colleagues) □ □ □
I take things that are not mine from home, work or elsewhere □ □ □
I get along better with older people than with people of my own age □ □ □
Your Signature ............................................................................... Today's Date ........................................
Strengths and Difficulties Questionnaire I 18+
best you can even if you are not absolutely certain. Please give your answers on the basis of how the person you are describing
has been over the last six months.
Name of the person you are describing .............................................................................................. Male/Female
Date of Birth (or age if you don't know date of birth) ...........................................................
True True True
Restless, overactive, finds it hard to sit down for long
□ □ □
Shares readily with others, for example food and drink
□ □ □
Often loses temper □ □ □
Would rather be alone than with other people □ □ □
Generally willing to do what other people want □ □ □
□ □ □
Often fights with others or bullies them
□ □ □
Generally liked by others □ □ □
□ □ □
Nervous in new situations, easily loses confidence □ □ □
Kind to children □ □ □
Picked on or bullied by others □ □ □
Often volunteers to help others (family members, friends, colleagues) □ □ □
Steals from home, work or elsewhere □ □ □
Gets along better with older people than with people of his/her age □ □ □
Signature ............................................................................... Date ........................................
Friend/Partner/Mother/Father/Sister/Brother/Daughter/Son/Other (please specify):
Strengths and Difficulties Questionnaire P 2-4
behaviour over the last six months.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Do you have any other comments or concerns?
Please turn over - there are a few more questions on the other side
Overall, do you think that your child has difficulties in one or more of the following areas:
emotions, concentration, behaviour or being able to get on with other people?
Yes- Yes- Yes-
minor definite severe
No difficulties difficulties difficulties
□ □ □ □
If you have answered "Yes", please answer the following questions about these difficulties:
• How long have these difficulties been present?

Less than 1-5 6-12 Over
a month months months a year
□ □ □ □
• Do the difficulties upset or distress your child?
Not Only a Quite A great
at all little a lot deal
□ □ □ □
• Do the difficulties interfere with your child's everyday life in the following areas?
HOME LIFE □ □ □ □
FRIENDSHIPS □ □ □ □
LEARNING □ □ □ □
LEISURE ACTIVITIES
□ □ □ □
• Do the difficulties put a burden on you or the family as a whole?

□ □ □ □
Signature ............................................................................... Date ........................................
Mother/Father/Other (please specify:)
behaviour over the last six months.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Overall, do you think that your child has difficulties in one or more of the following areas:
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
□ □ □ □
CLASSROOM LEARNING □ □ □ □
LEISURE ACTIVITIES
□ □ □ □

□ □ □ □
Signature ............................................................................... Date ........................................
Strengths and Difficulties Questionnaire T 2-4
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Overall, do you think that this child has difficulties in one or more of the following areas:
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
• Do the difficulties upset or distress the child?
□ □ □ □
• Do the difficulties interfere with the child's everyday life in the following areas?

PEER RELATIONSHIPS □ □ □ □
• Do the difficulties put a burden on you or the class or group as a whole?

□ □ □ □
Signature ............................................................................... Date ........................................
Playgroup leader/Nursery teacher/Other (please specify):
Date of Birth...........................................................
True True True
□ □ □
□ □ □
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□ □ □
□ □ □
Overall, do you think that this child has difficulties in one or more of the following areas:
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
□ □ □ □

• Do the difficulties put a burden on you or the class as a whole?

□ □ □ □
Signature ............................................................................... Date ........................................
Class Teacher/Form Tutor/Head of Year/Other (please specify:)
Strengths and Difficulties Questionnaire S 11-17
have been for you over the last six months.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Overall, do you think that you have difficulties in one or more of the following areas:
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
• Do the difficulties upset or distress you?
□ □ □ □
• Do the difficulties interfere with your everyday life in the following areas?
LEISURE ACTIVITIES □ □ □ □
• Do the difficulties make it harder for those around you (family, friends, teachers, etc.)?

□ □ □ □
Your Signature ...............................................................................
Today's Date ........................................
has been over the last six months.
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Overall, do you think that the person you are describing has difficulties in one or more of the following
areas: emotions, concentration, behaviour or being able to get on with other people?
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
• Do the difficulties upset or distress the person you are describing?
□ □ □ □
• Do the difficulties interfere with this person's everyday life in the following areas?
getting along with the people he/she is
closest to (e.g. family, partner) □ □ □ □
making and keeping friends □ □ □ □
work or study □ □ □ □
hobbies, sports or other leisure activities □ □ □ □
• Do the difficulties put a burden on you or others?

□ □ □ □
Signature ............................................................................... Date ........................................
Friend / Partner/Mother/Father/Sister/Brother/Daughter/Son/Other (please specify):
best you can even if you are not absolutely certain. Please give your answers on the basis of how things have been for you over
the last six months.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Overall, do you think that you have difficulties in one or more of the following areas:
emotions, concentration, behaviour or being able to get along with other people?
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
□ □ □ □
□ □ □ □
getting along with the people you are
closest to (e.g. family, partner)
making and keeping friends
□ □ □ □
work or study
□ □ □ □
hobbies, sports or other leisure activities
□ □ □ □
• Do the difficulties make it harder for those around you (family, friends, etc.)?

□ □ □ □
Your Signature ...............................................................................
Today's Date ........................................
FOLLOW-UP
behaviour over the last month.
Date of Birth...........................................................
True True True
□ □ □
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Since coming to the clinic, are your child's problems:
Much A bit About A bit Much

worse worse the same better better
□ □ □ □ □
Has coming to the clinic been helpful in other ways, e.g. providing information or making the problems more bearable?
□ □ □ □
Over the last month, has your child had difficulties in one or more of the following areas: emotions, concentration,
behaviour or being able to get on with other people?
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
LEISURE ACTIVITIES
□ □ □ □

□ □ □ □
Signature ............................................................................... Date ........................................
FOLLOW-UP
best you can even if you are not absolutely certain or the item seems daft! Please give your answers on the basis of your child's
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Since coming to the clinic, are your child's problems:

□ □ □ □ □
□ □ □ □
Over the last month, has your child had difficulties in one or more of the following areas: emotions, concentration,
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
LEISURE ACTIVITIES
□ □ □ □

□ □ □ □
Signature ............................................................................... Date ........................................
FOLLOW-UP
Date of Birth...........................................................
True True True
□ □ □
□ □ □
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□ □ □
□ □ □
Since coming to the clinic, are the child's problems:

□ □ □ □ □
□ □ □ □
Over the last month, has the child had difficulties in one or more of the following areas: emotions, concentration,
Yes- Yes- Yes-
□ □ □ □

□ □ □ □

□ □ □ □
Signature ............................................................................... Date ........................................
Playgroup leader/Nursery teacher/Other (please specify):
FOLLOW-UP
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Since coming to the clinic, are the child's problems:

□ □ □ □ □
□ □ □ □
Over the last month, has the child had difficulties in one or more of the following areas: emotions, concentration,
Yes- Yes- Yes-
□ □ □ □

□ □ □ □

□ □ □ □
Signature ............................................................................... Date ........................................
Class Teacher/Form Tutor/Head of Year/Other (please specify):
Strengths and Difficulties Questionnaire S11-17
FOLLOW-UP
have been for you over the last month.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Since coming to the clinic, are your problems:

□ □ □ □ □
□ □ □ □
Over the last month, have you had difficulties in one or more of the following areas: emotions, concentration,
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
LEISURE ACTIVITIES □ □ □ □
• Do your difficulties make it harder for those around you (family, friends, teachers etc.)?

□ □ □ □
Your signature ...............................................................................
Today's date ........................................
FOLLOW-UP
has been over the last month.
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Since coming to the clinic, are this person's problems:

□ □ □ □ □
□ □ □ □
Over the last month, has this person had difficulties in one or more of the following areas:
Yes- Yes- Yes-
□ □ □ □
• Do the difficulties upset or distress the person you are describing?

□ □ □ □
• Do the difficulties interfere with this person's everyday life in the following areas?
getting along with the people
he/she is closest to (e.g. family, partner) □ □ □ □
• Do the difficulties put a burden on you or others?

□ □ □ □
Signature ............................................................................... Date ........................................
Friend / Partner/Mother/Father/Sister/Brother/Daughter/Son/Other (please specify):
Thank you very much for your help

© Robert Goodman, 2005
FOLLOW-UP
For each item, please mark the box for Not True, Somewhat True or Certainly True. It would help us if you answered all items
as best you can even if you are not absolutely certain. Please give your answers on the basis of how things have been for you
over the last month.
Date of Birth...........................................................
True True True
□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Since coming to the clinic, are your problems:

□ □ □ □ □
□ □ □ □
Over the last month, have you had difficulties in one or more of the following areas: emotions, concentration,
Yes- Yes- Yes-
□ □ □ □

□ □ □ □
getting along with the people
you areclosest to (e.g. family, partner) □ □ □ □
• Do the difficulties make it harder for those around you (family, friends, etc.)?

□ □ □ □
Your signature ...............................................................................
Today's date ........................................
06 October 2015 1
Scoring the Strengths & Difficulties Questionnaire for 2-4 year olds
In most respects, the SDQ for 2-4 year olds is scored in an identical way to the SDQ for 4-17
year olds, and we therefore suggest that you start by reading those instructions. The only
differences are:
 The wording of two items on the ‘conduct’ scales is markedly different in the
questionnaire for 2-4 year olds compared to the questionnaire for 4-17 (but the scoring
stays the same). One further hyperactivity item is softened slightly in the 2-4 year old
questionnaire. These three items are highlighted in Table 1.
 Large population-based surveys in the UK suggest slightly different population norms for
2-4 year olds compared to older children. The provisional proposed banding of SDQ
scores for 2-4 year olds is shown in Table 3.
Table 1: Scoring the SDQ for 2-4 year olds

True True True
Emotional problems scale
ITEM 3: Often complains of headaches… 0 1 2
ITEM 8: Many worries… 0 1 2
ITEM 13: Often unhappy, downhearted… 0 1 2
ITEM 16: Nervous or clingy in new situations… 0 1 2
ITEM 24: Many fears, easily scared 0 1 2
Conduct problems Scale
ITEM 5: Often has temper tantrums or hot tempers 0 1 2
ITEM 7: Generally obedient… 2 1 0
ITEM 12: Often fights with other children… 0 1 2
ITEM 18: Often argumentative with adults [REPLACES: Often lies 0 1 2
or cheats]
ITEM 22: Can be spiteful to others [REPLACES: Steals from home, 0 1 2
school or elsewhere]
Hyperactivity scale
ITEM 2: Restless, overactive… 0 1 2
ITEM 10: Constantly fidgeting or squirming 0 1 2
ITEM 15: Easily distracted, concentration wanders 0 1 2
ITEM 21: Can stop and think things out before acting [SOFTENED 2 1 0
VERSION OF: Thinks things out before acting]
ITEM 25: Sees tasks through to the end… 2 1 0
Peer problems scale
ITEM 6: Rather solitary, tends to play alone 0 1 2
ITEM 11: Has at least one good friend 2 1 0
ITEM 14: Generally liked by other children 2 1 0
ITEM 19: Picked on or bullied… 0 1 2
ITEM 23: Gets on better with adults than with other children 0 1 2
Prosocial scale
ITEM 1: Considerate of other people's feelings 0 1 2
ITEM 4: Shares readily with other children… 0 1 2
ITEM 9: Helpful if someone is hurt… 0 1 2
ITEM 17: Kind to younger children 0 1 2
ITEM 20: Often volunteers to help others… 0 1 2
06 October 2015 2
Total difficulties score: This is generated by summing scores from all the scales except the
prosocial scale. The resultant score ranges from 0 to 40, and is counted as missing of one of
the 4 component scores is missing.
Generating impact scores
When using a version of the SDQ that includes an ‘impact supplement’, the items on overall
distress and impairment can be summed to generate an impact score that ranges from 0 to 10
for parent--report, and from 0 to 6 for teacher-report.
The impact score for 2-4 year olds is calculated in an identical way to the SDQ score for 4-17
year olds. The only change is that, as highlighted below, the item on ‘Classroom learning’ for 4-
17 year olds becomes ‘Learning’ for 2-4 year olds.
Table 2: Scoring the SDQ impact supplement

Not Only a A medium A great
at all little amount deal
Parent report:
Difficulties upset or distress child 0 0 1 2
Interfere with HOME LIFE 0 0 1 2
Interfere with FRIENDSHIPS 0 0 1 2
Interfere with CLASSROOM LEARNING 0 0 1 2
Interfere with LEISURE ACTIVITIES 0 0 1 2
Teacher report:
Interfere with PEER RELATIONS 0 0 1 2
Responses to the questions on chronicity and burden to others are not included in the impact
score. When respondents have answered ‘no’ to the first question on the impact supplement
(i.e. when they do not perceive themselves as having any emotional or behavioural difficulties),
they are not asked to complete the questions on resultant distress or impairment; the impact
score is automatically scored zero in these circumstances.
06 October 2015 3
Cut-points for SDQ scores for 2-4 year olds: provisional banding
The bands for the SDQ for 4-17 year olds are defined such that around 10% of children are
‘high’ or ‘very high’ in a general population UK sample, with this figure of 10% chosen to reflect
the prevalence of psychiatric disorder in that population. For 2-4 year olds, we unfortunately
lack the kind of large, nationally-representative sample that informed the SDQ banding for 4-17
year olds. Pending the collection of such data, we have therefore created a provisional
banding of SDQ scores for 2-4 year olds drawing on two sources of information:
1. Estimate of the prevalence of disorder in 2-4 year olds in the UK general

population: The ‘Preschool to School Study’ in outer London in 1973 found 7% with a
moderate to severe disorder and a further 15% with a mild disorder.
2. Data on the distribution of SDQ scores in 2-4 year olds: we used data from 11,592
children aged 2-3 whose parents had completed the SDQ for 2-4 year olds. This total
sample was made up of 1353 children 3 in Dumfries, Scotland, and 10,239 aged 30
months in Glasgow Scotland. We also used data from 10,004 children aged 4 whose
teachers had completed the SDQ for 2-4 year olds. See
http://sdqinfo.org/UK3yearNorm.html for further details of these samples and for an
acknowledgement of the individuals and organisations involved.
We have used the SDQ distribution data to propose a provisional banding of SDQ scores for 2-
4 year olds. In doing so, we have sought cut-points such that around 80% of children are ‘close
to average’, 12% ‘slightly raised’, 4% ‘high’ and 4% ‘very high’ (or, for the prosocial scale, 80%
are close to average, 12% ‘slightly lowered’, 4% ‘low’ and 4% ‘very low’). Similar cut-points
were observed for parent SDQs collected in a smaller American sample (N=307) of 2-4 year
olds.
Table 3: Provisional banding of SDQ scores for 2-4 year olds

Provisional four-band categorisation
Close to Slightly High Very high
average raised (/Low) (very low)
(/slightly
lowered)
Parent completed SDQ
Total difficulties score 0-12 13-15 16-18 19-40
Emotional problems score 0-2 3 4 5-10
Conduct problems score 0-3 4 5 6-10
Hyperactivity score 0-5 6 7 8-10
Peer problems score 0-2 3 4 5-10
Prosocial score 7-10 6 5 0-4
Impact score 0 1 2 3-10
Teacher completed SDQ

Total difficulties score 0-10 11-14 15-17 18-40
Emotional problems score 0-2 3 4 5-10
Conduct problems score 0-2 3 4 5-10
Hyperactivity score 0-4 5-6 7 8-10
Peer problems score 0-2 3-4 5 6-10
Prosocial score 5-10 4 3 0-2
Impact score 0 1 2 3-6
Note that to turn this into a 3-band solution, simply combine the highest two categories.
20 June 2016 1
Scoring the Strengths & Difficulties Questionnaire for age 4-17 or 18+
The 25 items in the SDQ comprise 5 scales of 5 items each. It is usually easiest to score all 5
scales first before working out the total difficulties score. ‘Somewhat True’ is always scored as
1, but the scoring of ‘Not True’ and ‘Certainly True’ varies with the item, as shown below scale
by scale. For each of the 5 scales the score can range from 0 to 10 if all items were completed.
These scores can be scaled up pro-rata if at least 3 items were completed, e.g. a score of 4
based on 3 completed items can be scaled up to a score of 7 (6.67 rounded up) for 5 items.
Note that the items listed below are for 4-17-year-olds, but the scoring instructions are
identical for the similarly-worded ‘18+’ SDQ
Table 1: Scoring symptom scores on the SDQ for 4-17 year olds
True True True
Emotional problems scale
ITEM 3: Often complains of headaches… (I get a lot of headaches…) 0 1 2
ITEM 8: Many worries… (I worry a lot) 0 1 2
ITEM 13: Often unhappy, downhearted… (I am often unhappy….) 0 1 2
ITEM 16: Nervous or clingy in new situations… (I am nervous in new 0 1 2
situations…)
ITEM 24: Many fears, easily scared (I have many fears…) 0 1 2
Conduct problems Scale
ITEM 5: Often has temper tantrums or hot tempers (I get very angry) 0 1 2
ITEM 7: Generally obedient… (I usually do as I am told) 2 1 0
ITEM 12: Often fights with other children… (I fight a lot) 0 1 2
ITEM 18: Often lies or cheats (I am often accused of lying or cheating) 0 1 2
ITEM 22: Steals from home, school or elsewhere (I take things that are not 0 1 2
mine)
Hyperactivity scale
ITEM 2: Restless, overactive… (I am restless…) 0 1 2
ITEM 10: Constantly fidgeting or squirming (I am constantly fidgeting….) 0 1 2
ITEM 15: Easily distracted, concentration wanders (I am easily distracted) 0 1 2
ITEM 21: Thinks things out before acting (I think before I do things) 2 1 0
ITEM 25: Sees tasks through to the end… (I finish the work I am doing) 2 1 0
Peer problems scale
ITEM 6: Rather solitary, tends to play alone (I am usually on my own) 0 1 2
ITEM 11: Has at least one good friend (I have one good friend or more) 2 1 0
ITEM 14: Generally liked by other children (Other people my age generally 2 1 0
like me)
ITEM 19: Picked on or bullied by other children… (Other children or young 0 1 2
people pick on me)
ITEM 23: Gets on better with adults than with other children (I get on better 0 1 2
with adults than with people my age)
Prosocial scale
ITEM 1: Considerate of other people's feelings (I try to be nice to other 0 1 2
people)
ITEM 4: Shares readily with other children… (I usually share with others) 0 1 2
ITEM 9: Helpful if someone is hurt… (I am helpful is someone is hurt…) 0 1 2
ITEM 17: Kind to younger children (I am kind to younger children) 0 1 2
ITEM 20: Often volunteers to help others… (I often volunteer to help others) 0 1 2
20 June 2016 2
Total difficulties score: This is generated by summing scores from all the scales except the
prosocial scale. The resultant score ranges from 0 to 40, and is counted as missing of one of
the 4 component scores is missing.
‘Externalising’ and ‘internalising’ scores: The externalising score ranges from 0 to 20 and is
the sum of the conduct and hyperactivity scales. The internalising score ranges from 0 to 20 and
is the sum of the emotional and peer problems scales. Using these two amalgamated scales
may be preferable to using the four separate scales in community samples, whereas using the
four separate scales may add more value in high-risk samples (see Goodman & Goodman.
2009 Strengths and difficulties questionnaire as a dimensional measure of child mental health. J
Am Acad Child Adolesc Psychiatry 48(4), 400-403).
Generating impact scores
When using a version of the SDQ that includes an ‘impact supplement’, the items on overall
distress and impairment can be summed to generate an impact score that ranges from 0 to 10
for parent- and self-report, and from 0 to 6 for teacher-report.
Table 2: Scoring the SDQ impact supplement

Not Only a A medium A great
at all little amount deal
Parent report:
Teacher report:
Interfere with PEER RELATIONS 0 0 1 2
Self-report report:
Responses to the questions on chronicity and burden to others are not included in the impact
score. When respondents have answered ‘no’ to the first question on the impact supplement
(i.e. when they do not perceive themselves as having any emotional or behavioural difficulties),
they are not asked to complete the questions on resultant distress or impairment; the impact
score is automatically scored zero in these circumstances.
20 June 2016 3
Cut-points for SDQ scores for age 4-17: original 3-band solution & newer 4-band solution
Although SDQ scores can be used as continuous variables, it is sometimes convenient to

categorise scores. The initial bandings presented for the SDQ scores were ‘normal’, ‘borderline’
and ‘abnormal’. These bandings were defined based on a population-based UK survey,
attempting to choose cutpoints such that 80% of children scored ‘normal’, 10% ‘borderline’ and
10% ‘abnormal’.
More recently a four-fold classification has been created based on an even larger UK
community sample. This four-fold classification differs from the original in that it (1) divided the
top ‘abnormal’ category into two groups, each containing around 5% of the population, (2)
renamed the four categories (80% ‘close to average’, 10% ‘slightly raised, 5% ‘high’ and 5%
‘very high’ for all scales except prosocial, which is 80% ‘close to average’, 10% ‘slightly
lowered’, 5% ‘low’ and 5% ‘very low’), and (3) changed the cut-points for some scales, to better
reflect the proportion of children in each category in the larger dataset.
Note that these cut points have not been validated for use with the 18+ SDQ, so we
suggest that it is safest to use continuous scores rather than categories for this measure
Table 3: Categorising SDQ scores for 4-17 year olds (not validated for 18+)
Original 3-band categorisation Newer 4-band categorisation
Normal Borderline Abnormal Close to Slightly High Very high
average raised (/Low) (very low)
(/slightly
lowered)
Parent completed SDQ
Total difficulties score 0-13 14-16 17-40 0-13 14-16 17-19 20-40
Emotional problems score 0-3 4 5-10 0-3 4 5-6 7-10
Conduct problems score 0-2 3 4-10 0-2 3 4-5 6-10
Hyperactivity score 0-5 6 7-10 0-5 6-7 8 9-10
Peer problems score 0-2 3 4-10 0-2 3 4 5-10
Prosocial score 6-10 5 0-4 8-10 7 6 0-5
Impact score 0 1 2-10 0 1 2 3-10
Teacher completed SDQ

Emotional problems score 0-4 5 6-10 0-3 4 5 6-10
Conduct problems score 0-2 3 4-10 0-2 3 4 5-10
Hyperactivity score 0-5 6 7-10 0-5 6-7 8 9-10
Peer problems score 0-3 4 5-10 0-2 3-4 5 6-10
Prosocial score 6-10 5 0-4 6-10 5 4 0-3
Impact score 0 1 2-6 0 1 2 3-6
Self-completed SDQ
Emotional problems score 0-5 6 7-10 0-4 5 6 7-10
Conduct problems score 0-3 4 5-10 0-3 4 5 6-10
Hyperactivity score 0-5 6 7-10 0-5 6 7 8-10
Peer problems score 0-3 4-5 6-10 0-2 3 4 5-10
Prosocial score 6-10 5 0-4 7-10 6 5 0-4
Impact score 0 1 2-10 0 1 2 3-10
Note that both these systems only provide a rough-and-ready way of screening for disorders; combining
information from SDQ symptom and impact scores from multiple informants is better, but still far from
perfect.

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Strengths and Difficulties Questionnaire

Child's Name .............................................................................................. Male/Female

Parent/Playgroup leader/Nursery teacher/Other (please specify:)

Child's Name .............................................................................................. Male/Female

Parent/Teacher/Other (please specify:)

Your Name .............................................................................................. Male/Female

Your Name .............................................................................................. Male/Female

Your Signature ............................................................................... Today's Date ........................................

Name of the person you are describing .............................................................................................. Male/Female

Friend/Partner/Mother/Father/Sister/Brother/Daughter/Son/Other (please specify):

Child's Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Signature ............................................................................... Date ........................................

Mother/Father/Other (please specify:)

Child's Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Signature ............................................................................... Date ........................................

Mother/Father/Other (please specify:)

Child's Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

• Do the difficulties put a burden on you or the class or group as a whole?

Not Only a Quite A great

Signature ............................................................................... Date ........................................

Playgroup leader/Nursery teacher/Other (please specify):

Child's Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Not Only a Quite A great

Signature ............................................................................... Date ........................................

Class Teacher/Form Tutor/Head of Year/Other (please specify:)

Your Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Your Signature ...............................................................................

Today's Date ........................................

Name of the person you are describing .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Signature ............................................................................... Date ........................................

Friend / Partner/Mother/Father/Sister/Brother/Daughter/Son/Other (please specify):

Your Name .............................................................................................. Male/Female

• How long have these difficulties been present?

Not Only a Quite A great

Your Signature ...............................................................................

Today's Date ........................................

Child's Name .............................................................................................. Male/Female

Much A bit About A bit Much

• Do the difficulties upset or distress your child?

Not Only a Quite A great

Mother/Father/Other (please specify:)

Child's Name .............................................................................................. Male/Female

Much A bit About A bit Much

• Do the difficulties upset or distress your child?

Not Only a Quite A great

Mother/Father/Other (please specify:)

Child's Name .............................................................................................. Male/Female

Much A bit About A bit Much

• Do the difficulties upset or distress the child?

Not Only a Quite A great

Signature ............................................................................... Date ........................................