Purpose of the Questionnaire

The purpose of the questionnaire is to assess dysfunctional behaviors in children across all age ranges, with a focus on children attending kindergarten through middle school, aiming to develop a therapeutic intervention program.

Questionnaire Analysis

The questionnaire was developed by Paraskevopoulos and Giannitsas in 1999. It consists of a set of 110 behavior patterns frequently observed in the behavioral history of children requiring psychological support from counseling centers. The [EDEP-110] symptoms include three intrapersonal adjustment syndromes:
a) “Anxiety – Dysphoria – Obsessiveness,”
b) “Loneliness – Slow Cognitive Development,” and
c) “Psychosomatic Disorders.”
There are also two “Interpersonal Adjustment” syndromes:
a) “Aggressiveness” and
b) “Delinquency.”
Additionally, 14 other symptoms are included, which cannot be categorized into the above syndromes or any other distinct syndrome and refer to important behavioral issues such as hyperactivity and attention deficit, body image, gender role identity problems, lack of motor coordination, etc. These are referred to as “miscellaneous – uncategorized” symptoms of the [EDEP-110] (Paraskevopoulos & Giannitsas, 1999).

Scoring

Scoring is as follows: respondents are asked to answer a list of 110 questions. For each symptom, they rate with 2 if the symptom is a “serious problem,” 1 if it is a “minor problem,” and 0 if it is “not a problem at all.” The questionnaire score is obtained by summing the scores of the answers given for each syndrome.

Statistical Analysis

Those with a total score below 8 fall into the “normal” range of non-delinquent behavior, while a total score above 14 falls into the “clinical” range of delinquent behavior. The standardization and calculation of the above syndromes (of the respective variables) were performed by calculating the mean of the items corresponding to each one, rounding it to one decimal place, and multiplying the result by 10 to produce an integer.

Validity and Reliability

The [EDEP-110] was developed based on the “Behavior Problem Checklist – BPC” by Quay and Peterson (1987) and has been adapted to Greek conditions. Specifically, the tool has been standardized in Greece and is considered valid for use with the Greek population (Paraskevopoulos & Giannitsas, 1999). The reliability of the measurements was initially assessed using the ICC coefficient, which ranged from 0.787, 0.785, 0.636, 0.758, and 0.946 for the factors ‘Anxiety – Dysphoria – Obsessiveness,’ ‘Loneliness – Slow Cognitive Development,’ ‘Psychosomatic Disorders,’ and ‘Intrapersonal Adjustment.’

References

Greek Bibliography
Doni, E., & Giotsa, A. (2019). Review of psychometric tools for detecting behavioral and emotional problems in preschool children. Scientific Yearbook of the Department of Early Childhood Education, University of Ioannina, 12(1), 164–204.
Paraskevopoulos, I., & Giannitsas, N. D. (1999). Questionnaire of interpersonal and intrapersonal adjustment. Ellinika Grammata.
Pefani, S. (2009). Investigation of the correlation between delinquent behavior in a bilingual population and symptoms of dyslexia.
Spanaki, E. (2014). The impact of psychomotor education with elements of drama play on the development of preschool children with and without special educational needs (Doctoral dissertation).

International Bibliography

Daugherty, T. K., Quay, H. C., & Ramos, L. (1993). Response perseveration, inhibitory control, and central dopaminergic activity in childhood behavior disorders. The Journal of Genetic Psychology, 154(2), 177–188.