Subtyping of Strengths and Difficulties in a Spanish Children Sample: A Latent Class Analysis

• Published in: Journal of affective disorders Vol. 280; no. Pt A; pp. 272 - 278
• Main Authors: Morales, Alexandra, Melero, Silvia, Tomczyk, Samuel, Espada, José P., Orgilés, Mireia
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier B.V 01.02.2021
• Subjects: Anxiety; Child; Child Behavior Disorders; children; Emotions; externalizing problems; Female; Humans; internalizing problems; Latent Class Analysis; Problem Behavior; Strength and Difficulties Questionnaire; Surveys and Questionnaires; Strength and Difficulties Questionnaire; externalizing problems; internalizing problems; children; Latent Class Analysis
• ISSN: 0165-0327; 1573-2517
• DOI: 10.1016/j.jad.2020.11.047

•Subtypes of strengths and difficulties among Spanish children were explored.•Most prevalent profiles were the “externalizing” and “hyperactivity” groups.•“High difficulties” group presented more emotional and conduct problems.•Children in the “internalizing” class showed the highest risk of peer problems.•Diversity in the patterns of psychological strengths and difficulties was observed. Externalizing and internalizing problems are frequent during childhood and are often comorbid. The current study aimed to explore subtypes of strengths and difficulties among Spanish children. The Spanish version of the Strengths and Difficulties Questionnaire was administered to 325 children (47.1% girls), aged 7-12 years (M = 9.64; SD = 1.34). Latent Class Analysis (LCA) was carried out to identify risk profiles in children according to their symptoms. ANOVA and multinomial logistic regression were performed to explore associations between latent classes and SDQ subscales, gender, age and number of siblings. Five latent classes were found: “high difficulties” (34.2%), “internalizing” (5.2%), “externalizing” (26.5%), “hyperactive” (14.5%), and “well-adjusted” (19.7%). Children belonging to “High difficulties” group showed the highest scores for emotional symptoms, conduct problems, and hyperactivity/inattention. The most prevalent pure profiles were the “externalizing” and “hyperactivity” group, which represent children with elevated behavioral problems, restlessness and distraction. Children in the “internalizing” class showed the highest risk of peer problems. These results support the diversity in the patterns of psychological strengths and difficulties and highlight the importance of early detection and intervention, especially in children's behavioral problems, in order to avoid vulnerability to comorbidity and more severe symptoms in the future.