Table 1 Focus group and interview format

a) Participants’ views were explored concerning children’s behaviour and emotional development and how strengths and difficulties would typically be expressed.

b) Participants were then given an overview of the purpose and scoring of the SDQ and asked to read the questionnaire.

c) Participants were asked to discuss each SDQ item and consider whether

 a. it taps into important indicators of behaviour and emotional development in pre-school children;

 b. the meaning of the question and response category is clear;

 c. the language used in the question and response categories is understood and appropriate;

 d. whether parents with English as a second language need greater support and whether there is a need for translation;

 e. if more than one teacher is involved with the child’s education who should complete the SDQ-Teacher version; and

 f. how to interpret multi-informant results (e.g. parent and teacher/more than one teacher/two parents), especially if they differ in the assessment of the child.

d) Participants were also asked if there are important aspects of children’s behaviour and emotional development that are not covered by the questionnaire and which they considered critical.

e) Participants were asked if they would complete or had completed the SDQ as part of a Before School Check (why and why not), and whether they would have/had any support needs to complete it.