Start
alspac_02_tdc
THE DEVELOPING CHILD
Please complete 1 questionnaire for each study child
This questionnaire is in 4 sections: Section A comprises many of the general behaviour questions known as the Strengths and Difficulties scale; Sections B and C are parts of the teacher version of the Development and Well-being Assessment and are aimed to identify the degree of hyperactivity and conduct disorder; D asks you to rate parental involvement and special needs.
Please tick the appropriate box in answer to each question.
THANK YOU SO MUCH FOR YOUR HELP

This child is:

1
Boy
2
Girl

Date of birth:

Date of birth
All answers are confidential and will be retained without identifying information
SECTION A: STRENGTHS AND DIFFICULTIES
(N.B. The right-hand column sometimes represents strengths and sometimes difficulties)
Please think about this child's behaviour over the last 6 months if you can:
-

1 - Not true

2 - Somewhat true

3 - Certainly true

Is considerate of other people's feelings
Is restless, overactive, cannot stay still for long
Often complains of headaches, stomach-aches or sickness
Shares readily with other children (treats, toys, pencils etc.)
Is rather solitary, tends to play alone
Is generally obedient, usually does what adults request
Has many worries, often seems worried
Is helpful if someone is hurt, upset or feeling ill
Constantly fidgets or squirms
Has at least one good friend
Often fights with other children or bullies them
Is often unhappy, down-hearted or tearful
Is generally liked by other children
Is nervous or clingy in new situations, easily loses confidence
Is kind to younger children
Is picked on or bullied by other children
Often volunteers to help others (parents, teachers, other children)
Thinks things out before acting
Gets on better with adults than with other children
Has many fears, is easily scared
Sees tasks through to the end, good attention span

Do you have any other comments or concerns?

1
Yes
2
No

Please describe:

Other

Overall, to summarise, do you think that this child has difficulties in one or more of the following areas: emotions, concentration, behaviour or being able to get on with other people?

1
No
2
Yes minor difficulties
3
Yes definite difficulties
4
Yes severe difficulties
If no, go to Section B on page 5.
If yes, please answer the following questions about these difficulties:
qc_A23 == 2 || qc_A23 == 3 || qc_A23 == 4

How long have these difficulties been present?

1
Less than 1 month
2
1-5 months
3
6-12 months
4
more than a year
5
don't know

Do the difficulties upset or distress the child?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do the difficulties interfere with the child's everyday life in the following areas? Peer relationships

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do the difficulties interfere with the child's everyday life in the following areas? Classroom learning

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

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

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
SECTION B: ATTENTION, ACTIVITY AND IMPULSIVENESS

When doing something in class that he/she enjoys and/or is good at, whether reading, drawing, making something or whatever, how long does he/she typically stick to that task?

1
Less than 2 minutes
2
2-4 minutes
3
5-9 minutes
4
10-19 minutes
5
20 minutes or more
For each statement below please answer all items as well as you can even if you are not absolutely certain. Please give your answers on the basis of the child's behaviour over the last school year.
-

1 - Not true

2 - Somewhat true

3 - Certainly true

Makes careless mistakes
Fails to pay attention
Quickly loses interest in what he/she is doing
Doesn't seem to listen
Fails to finish things he/she starts
Is disorganised
Tries to avoid tasks that require thought
Loses things
Is easily distracted
Is forgetful
Fidgets
Can't stay sitting when required to do so
Runs or climbs about when he/she shouldn't
Has difficulty playing quietly
Finds it hard to calm down when asked to do so
Interrupts, blurts out answers to questions
Finds it hard to wait his/her turn
Interrupts or butts in on others
Goes on talking if asked to stop
If you have ticked 'Certainly true' to any of B2(a) - (s) please answer (a) - (d) below. Otherwise go to section C.
qc_B2_a-s == 3

Do these behaviour patterns: Upset or distress him/her?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Interfere with his/her peer relationships?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Interfere with his/her classroom learning?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Put a burden on you or the class as a whole?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
SECTION C: AWKWARD AND TROUBLESOME BEHAVIOUR
Over the past school year how much to your knowledge has his/her behaviour been like the following:
-

1 - Not true

2 - Somewhat true

3 - Certainly true

Has temper tantrums or hot tempers
Argues a lot with adults
Is disobedient at school
Deliberately does things to annoy others
Blames others for his/her own mistakes
Is easily annoyed by others
Is angry and resentful
Is spiteful
Tries to get his/her own back
Lies or cheats
Starts fights
Bullies others
Plays truant
Uses weapons when fighting
Has been physically cruel, has really hurt someone
Has been deliberately cruel to animals
Sets fire deliberately
Steals things
Vandalises property or destroys things belonging to others
Shows unwanted sexual behaviour towards others
Has been in trouble with the law
(a) - (d) below. Otherwise go to section D.
qc_C1_a-u == 3

Do these behaviour patterns: Upset or distress him/her?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Interfere with his/her peer relationships?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Interfere with his/her classroom learning?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

Do these behaviour patterns: Put a burden on you or the class as a whole?

1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
SECTION D: ABILITIES AND SPECIAL NEEDS
For each item, please tick one of the boxes. It would help us if you answered all items as well as you can even if you are not absolutely certain.

Has this child ever been recognised as having special educational needs?

1
Yes
2
No
If no, go to D2 on page 10
If yes,
qc_D1_a == 1

Please tick the specific problem(s) below: Learning difficulties*

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Specific learning difficulties* (e.g. Dyslexia)

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Emotional and behavioural difficulties

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Speech and language difficulties

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Sensory impairment (Hearing)

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Sensory impairment (Visual)

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Physical disabilities*

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Medical conditions*

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Developmental delay*

1
Yes now
2
In past not now
3
No

Please tick the specific problem(s) below: Other*

1
Yes now
2
In past not now
3
No

*Please describe

Generic text
PLEASE MAKE SURE YOU HAVE A TICK ON EACH LINE

Is the child statemented?

1
child has a statement
2
currently undergoing statutory assessment
3
not statemented nor being considered
4
has been refused a statement
What is happening at the moment?
-

1 - Yes

Taught within school provision
Child is at special school
Child goes to special classes
Child has a special teacher
Hospital school
Educated at home
Child excluded from school

What is happening at the moment? Something else (please tick and describe)

1
Yes
Other
Please indicate which stream (or ability group) if any, the child is in for:
STREAM (ABILITY GROUP)

1 - Do not stream

2 - Most able

3 - Middle

4 - Least able

Maths
Literacy/English

How much support do you think the child gets from his/her parents in regard to his/her learning?

1
very supportive
2
somewhat supportive
3
not at all supportive
4
can't say

Have the child's parents been involved in any of the following ways? Help in class

1
Yes
2
No

Have the child's parents been involved in any of the following ways? Help with out-of-class activities

1
Yes
2
No

Have the child's parents been involved in any of the following ways? Attend parent-teacher sessions

1
Yes
2
No

Have the child's parents been involved in any of the following ways? Other school activity

1
Yes
2
No

Space for comments

Generic text

How does the child cope with homework?

1
none given
2
given, but rarely does it
3
given, sometimes does it
4
given, usually does it
5
given, always does it

How well does this child work independently?

1
very capable
2
somewhat capable
3
rarely able to work without support

How prepared do you feel this child is for secondary school?

1
very much so
2
somewhat
3
not very
4
not relevant (will not go to secondary school)
SECTION E:

How long have you been the teacher of this child?

1
<1 month
2
1-2 months
3
3-5 months
4
6-11 months
5
1 year or more
9
don't know

Date of completion of this questionnaire

Generic date
THANK YOU VERY MUCH FOR YOUR HELP
When completed please return the questionnaire to:
Professor Jean Golding Children of the Nineties - ALSPAC Institute of Child Health
[We are grateful to Professor Goodman for permission to use the Strengths and Difficulties and the DAWBA behaviour scales in this questionnaire]
End

alspac_02_tdc

THE DEVELOPING CHILD
Please complete 1 questionnaire for each study child
This questionnaire is in 4 sections: Section A comprises many of the general behaviour questions known as the Strengths and Difficulties scale; Sections B and C are parts of the teacher version of the Development and Well-being Assessment and are aimed to identify the degree of hyperactivity and conduct disorder; D asks you to rate parental involvement and special needs.
Please tick the appropriate box in answer to each question.
THANK YOU SO MUCH FOR YOUR HELP
This child is:
1
Boy
2
Girl
Date of birth:
Date of birth
All answers are confidential and will be retained without identifying information

SECTION A: STRENGTHS AND DIFFICULTIES

(N.B. The right-hand column sometimes represents strengths and sometimes difficulties)

Please think about this child's behaviour over the last 6 months if you can:

-

1 - Not true

2 - Somewhat true

3 - Certainly true

Is considerate of other people's feelings
Is restless, overactive, cannot stay still for long
Often complains of headaches, stomach-aches or sickness
Shares readily with other children (treats, toys, pencils etc.)
Is rather solitary, tends to play alone
Is generally obedient, usually does what adults request
Has many worries, often seems worried
Is helpful if someone is hurt, upset or feeling ill
Constantly fidgets or squirms
Has at least one good friend
Often fights with other children or bullies them
Is often unhappy, down-hearted or tearful
Is generally liked by other children
Is nervous or clingy in new situations, easily loses confidence
Is kind to younger children
Is picked on or bullied by other children
Often volunteers to help others (parents, teachers, other children)
Thinks things out before acting
Gets on better with adults than with other children
Has many fears, is easily scared
Sees tasks through to the end, good attention span
Do you have any other comments or concerns?
1
Yes
2
No
Please describe:
Other
Overall, to summarise, do you think that this child has difficulties in one or more of the following areas: emotions, concentration, behaviour or being able to get on with other people?
1
No
2
Yes minor difficulties
3
Yes definite difficulties
4
Yes severe difficulties
If no, go to Section B on page 5.
How long have these difficulties been present?
1
Less than 1 month
2
1-5 months
3
6-12 months
4
more than a year
5
don't know
Do the difficulties upset or distress the child?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do the difficulties interfere with the child's everyday life in the following areas? Peer relationships
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do the difficulties interfere with the child's everyday life in the following areas? Classroom learning
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do the difficulties put a burden on you or the class as a whole?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

SECTION B: ATTENTION, ACTIVITY AND IMPULSIVENESS

When doing something in class that he/she enjoys and/or is good at, whether reading, drawing, making something or whatever, how long does he/she typically stick to that task?
1
Less than 2 minutes
2
2-4 minutes
3
5-9 minutes
4
10-19 minutes
5
20 minutes or more

For each statement below please answer all items as well as you can even if you are not absolutely certain. Please give your answers on the basis of the child's behaviour over the last school year.

-

1 - Not true

2 - Somewhat true

3 - Certainly true

Makes careless mistakes
Fails to pay attention
Quickly loses interest in what he/she is doing
Doesn't seem to listen
Fails to finish things he/she starts
Is disorganised
Tries to avoid tasks that require thought
Loses things
Is easily distracted
Is forgetful
Fidgets
Can't stay sitting when required to do so
Runs or climbs about when he/she shouldn't
Has difficulty playing quietly
Finds it hard to calm down when asked to do so
Interrupts, blurts out answers to questions
Finds it hard to wait his/her turn
Interrupts or butts in on others
Goes on talking if asked to stop
Do these behaviour patterns: Upset or distress him/her?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Interfere with his/her peer relationships?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Interfere with his/her classroom learning?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Put a burden on you or the class as a whole?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

SECTION C: AWKWARD AND TROUBLESOME BEHAVIOUR

Over the past school year how much to your knowledge has his/her behaviour been like the following:

-

1 - Not true

2 - Somewhat true

3 - Certainly true

Has temper tantrums or hot tempers
Argues a lot with adults
Is disobedient at school
Deliberately does things to annoy others
Blames others for his/her own mistakes
Is easily annoyed by others
Is angry and resentful
Is spiteful
Tries to get his/her own back
Lies or cheats
Starts fights
Bullies others
Plays truant
Uses weapons when fighting
Has been physically cruel, has really hurt someone
Has been deliberately cruel to animals
Sets fire deliberately
Steals things
Vandalises property or destroys things belonging to others
Shows unwanted sexual behaviour towards others
Has been in trouble with the law
Do these behaviour patterns: Upset or distress him/her?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Interfere with his/her peer relationships?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Interfere with his/her classroom learning?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal
Do these behaviour patterns: Put a burden on you or the class as a whole?
1
Not at all
2
Only a little
3
Quite a lot
4
A great deal

SECTION D: ABILITIES AND SPECIAL NEEDS

For each item, please tick one of the boxes. It would help us if you answered all items as well as you can even if you are not absolutely certain.
Has this child ever been recognised as having special educational needs?
1
Yes
2
No
If no, go to D2 on page 10
Please tick the specific problem(s) below: Learning difficulties*
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Specific learning difficulties* (e.g. Dyslexia)
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Emotional and behavioural difficulties
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Speech and language difficulties
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Sensory impairment (Hearing)
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Sensory impairment (Visual)
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Physical disabilities*
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Medical conditions*
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Developmental delay*
1
Yes now
2
In past not now
3
No
Please tick the specific problem(s) below: Other*
1
Yes now
2
In past not now
3
No
*Please describe
Generic text
PLEASE MAKE SURE YOU HAVE A TICK ON EACH LINE
Is the child statemented?
1
child has a statement
2
currently undergoing statutory assessment
3
not statemented nor being considered
4
has been refused a statement

What is happening at the moment?

-

1 - Yes

Taught within school provision
Child is at special school
Child goes to special classes
Child has a special teacher
Hospital school
Educated at home
Child excluded from school
What is happening at the moment? Something else (please tick and describe)
1
Yes
Other

Please indicate which stream (or ability group) if any, the child is in for:

STREAM (ABILITY GROUP)

1 - Do not stream

2 - Most able

3 - Middle

4 - Least able

Maths
Literacy/English
How much support do you think the child gets from his/her parents in regard to his/her learning?
1
very supportive
2
somewhat supportive
3
not at all supportive
4
can't say
Have the child's parents been involved in any of the following ways? Help in class
1
Yes
2
No
Have the child's parents been involved in any of the following ways? Help with out-of-class activities
1
Yes
2
No
Have the child's parents been involved in any of the following ways? Attend parent-teacher sessions
1
Yes
2
No
Have the child's parents been involved in any of the following ways? Other school activity
1
Yes
2
No
Space for comments
Generic text
How does the child cope with homework?
1
none given
2
given, but rarely does it
3
given, sometimes does it
4
given, usually does it
5
given, always does it
How well does this child work independently?
1
very capable
2
somewhat capable
3
rarely able to work without support
How prepared do you feel this child is for secondary school?
1
very much so
2
somewhat
3
not very
4
not relevant (will not go to secondary school)

SECTION E:

How long have you been the teacher of this child?
1
<1 month
2
1-2 months
3
3-5 months
4
6-11 months
5
1 year or more
9
don't know
Date of completion of this questionnaire
Generic date
THANK YOU VERY MUCH FOR YOUR HELP
When completed please return the questionnaire to:
Professor Jean Golding Children of the Nineties - ALSPAC Institute of Child Health
[We are grateful to Professor Goodman for permission to use the Strengths and Difficulties and the DAWBA behaviour scales in this questionnaire]