Brief Description

The questionnaire consists of 34 yes/no items focusing on the behavior and abilities of pre-school children. It is completed by kindergarten teachers and assesses domains such as hyperactivity, language development, attention span, motor control, and ability to follow instructions. Its main goal is to distinguish children at high risk for learning difficulties based on observable behavior.

Purpose

The tool is designed to support the early identification of pre-school children (ages 5–7) who are at increased risk of developing learning difficulties. Early recognition of these children enables timely intervention, aiming to prevent or mitigate future problems.

Scoring Method

Each child receives a score based on the total number of “yes” responses. A score of 10 or more indicates a high risk for future learning difficulties. Scoring is based on teachers’ observations of the child’s everyday behavior in the classroom environment.

Validity

To assess validity, children’s scores on the questionnaire were compared to independent evaluations by trained psychologists who were blinded to the teachers’ responses. Results support the tool’s validity as a predictive indicator for identifying learning difficulties.

Reliability

Although specific statistical indicators such as Cronbach’s alpha are not reported, the systematic use of the tool and its positive reception in multiple studies support its reliability as a screening instrument for pre-school children.

Data Analysis and Use

The data collected from the PSQ-34 can be used to determine the proportion of children identified as high risk, to examine correlations between behavior and demographic or educational factors, and to inform the development of preventive and supportive interventions in educational settings. It is also suitable for use as a screening tool within early detection programs.

References

Gillberg, C., Rasmussen, P., Carlstrom, G., Svenson, B., & Waldenstrom, E. (1982). Perceptual, motor and attentional deficits in six-year-old children, epidemiological aspects. The Journal of Child Psychology and Psychiatry, 23, 131–144.
Papatheofilou, R., Rotsika, V., Pechlivanidou, E., Machaira, R., Richardson, S. C., Madianos, D., & Madianos, M. (1989). Early diagnosis of learning difficulties. Psychological Issues, 1, 177–186.
Rotsika, V., Papatheofilou, R., Pechlivanidou, L., & Sipi, T. (2002). The use and predictive value of adapted tools in the early identification and development of learning difficulties. In A. Roussos (Ed.), Topics in Psychometrics for Clinical Practice and Research (pp. 344–348). Athens: Ellinika Grammata.