Screening for learning disabilities in Oman: confirmatory factor analysis of the Arabic version of the learning disabilities diagnostic inventory.

Students at risk for learning disabilities (LD) are overidentified in elementary schools in Oman due to the absence of adequate instruments which teachers can use in validating their observations. Teachers need valid instruments so that their judgment of students' behaviours can help in making academic and non-academic decision. The Learning Disabilities Diagnostic Inventory (LDDI) is widely used to examine manifestations of LD as an intrinsic processing disorder. This study aimed to verify the six-factor structure with confirmatory factor analysis, and test its measurement invariance across child gender. Teachers completed the Arabic version of the LDDI for an Omani sample of 1564 children aged 7 to 11. Overall, the six-factor model showed an acceptable fit after performing some post-hoc modifications that were justified on a theoretical ground. Results indicated metric invariance across gender. Zero-order correlations, however, were highly significant, which reflected that the Arabic version of the LDDI showed poor discriminant validity compared to the original LDDI. The Arabic version of the LDDI, however, can be a handy tool to screen for the LD manifestations and help in responding to teachers' academic concerns about students in Key stages 1 and 2 in Oman.

Psychometric properties of the Arabic self-report version of the strengths and difficulties questionnaire.

Students in middle school tend to display emotional and behavioural difficulties (EBDs) compared to other forms of psychopathology. Early identification of EBDs is therefore a priority in order to prevent the chronic co-morbidity with other forms of psychopathology which may affect students' academic achievement. Assessment of EBDs has been traditionally undertaken via proxy reporting; but psychometrically rigorous instruments are needed so that children and adolescents can report on their own emotions and behaviours. Such need increases in the Omani context given the lack of EBDs adequate assessment instruments. In the current study the factor structure of the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) was examined in a sample of 815 middle school students (mean age=14 years). The study tested the SDQ original five-factor model which received considerable empirical support. Responses on the A-SDQ were compared to responses obtained via proxy reports from teachers and parents through confirmatory factor analyses (CFAs). Results showed a reasonable fit for the three informant forms. Nevertheless, there were differences in item loadings across the three informant forms. Additionally, participants' self-report responses were tested for invariance across gender. CFAs provided support to the invariance hypothesis for item loadings, indicating that the items were similarly valid indices of the five factors for males and females. Factor correlations, factor variances and item residuals were not invariant across gender. WHAT THIS PAPER ADDS: This paper, to our knowledge, is the first research paper that provides empirical evidence on the Arabic self report version of the Strengths and Difficulties Questionnaire (A-SDQ) within a school-based sample. Though the focus was on the self-report version we collected data from the proxy versions for parents and teachers to provide additional evidence on the construct validity of the (A-SDQ) through cross informant data.

Depression symptoms among Omani children: age and sex differences.

The present study explored the existence of depressive symptoms among Omani children according to sex and age. The Arabic translated version of the Multidimensional Child and Adolescent Depression Scale was administered to 1,749 children (828 boys, 921 girls) ranging in age from 10 to 18 years old (M= 13.9, SD = 2.3) from 10 schools representing different areas of Muscat, Oman. The results showed no differences in the total mean scores on depression between boys and girls, although differences were observed on 4 of the 8 subscales. Boys had significantly higher scores on Weak concentration and Loneliness, while girls scored higher for Sleep problems and Anhedonia. Significant differences across ages also were exhibited for the total score as well as four subscales (Pessimism, Weak concentration, Anhedonia, and Fatigue), suggesting higher rates of depression among 15- to 18-year-olds.