There were no significant differences between children whose mothers received betamethasone and controls for the mean total strengths and difficulties questionnaire scores and subscores for hyperactivity, emotional symptoms, prosocial behaviour, conduct or peer problems.
Both genders had an increase in hyperactivity-inattention problems and prosocial behaviour, while conduct problems decreased (Table 2).
In this review, most evidence was thus found for the original five-factor structure of prosocial behavior, hyperactivity/inattention, conduct, emotional, and peer problems.
A randomized study of Tae Kwon Do versus traditional physical education in 207 elementary school students revealed greater improvement in the martial arts group in several variables, including prosocial behavior, classroom conduct, and performance in mental math [ 2].
Prosocial behavior, emotional symptoms, conduct problems, and peer problems showed internal consistencies below 0.70 for parents.
The internal consistency (polychoric ordinal alpha) based on the online data (N = 457) of the SDQ was high, ranging from.85 to.91 (Emotional Problems:.89, Hyperactivity-Inattention:.89, Peer Problems:.85, Prosocial Behavior:.91, and Conduct Problems:.89).89
For SDQ subscales the median (IQR) scores for prosocial behavior, hyperactivity/inattention, emotional symptoms, conduct problems, and peer relationship problems were respectively 9 (2), 3 (3), 2 (2), 1 (3), and 1 (2).
Cronbach's alpha coefficient (an indicator of internal consistency) for SDQ total difficulties was 0.80, and for subscales of prosocial behavior, hyperactivity/inattention, emotional symptoms, conduct problems, and peer relationship problems was 0.62, 0.77, 0.59, 0.57, and 0.55, respectively.
For example, Naylor et al.'s [ 41] intervention significantly reduced conduct problems and improved prosocial behaviour, despite the fact that the intervention did not contain any features designed to reduce mental illness or promote mental health.
However, Goodman [ 17] confirmed the validity of a somewhat different model: an internalizing dimension including all emotional and peer difficulties, an externalizing dimension including hyperactivity and conduct problems, and the prosocial behaviour.
The 25 items provide measures of Emotional Problems, Conduct Problems, Hyperactivity, Peer Problems and Prosocial Behavior.
