How do children understand and respond to the EQ-5D-Y-3L? A mixed methods study in a community-based sample of 6–12-year-olds

Table 4 Inter-rater agreement for dimension level and overall EQ-5D-Y-3L scores by presence of response issues

	Walking about	Looking after myself	Doing usual activities	Having pain/discomfort	Feeling worried, sad or unhappy	Overall
	AC₁ (95% CI)	AC₁ (95% CI)	AC₁ (95% CI)	AC₁ (95% CI)	AC₁ (95% CI)	CCC (95% CI)
Overall sample (N = 38)	0.83 (0.69, 0.97)	0.74 (0.56, 0.91)	0.63 (0.43, 0.84)	0.61 (0.41, 0.82)	0.57 (0.35, 0.78)	0.28 (−0.03, 0.54)
No response issue (N = 21)	0.9 (0.75, 1)	0.85 (0.66, 1)	0.85 (0.66, 1)	0.73 (0.49, 0.98)	0.53 (0.23, 0.84)	0.33 (−0.06, 0.63)
Some response issue (N = 17)	0.74 (0.46, 1)	0.59 (0.25, 0.92)	0.33 (−0.07, 0.72)	0.45 (0.09, 0.82)	0.61 (0.29, 0.94)	0.14 (−0.31, 0.54)

AC1 Gwet’s Agreement Coefficient, CCC Concordance Correlation Coefficient, Altman’s scale interpretation: Less than or equal to 0.2 = Poor, between 0.21 & 0.4 = Fair, between 0.41 & 0.6 = Moderate, between 0.61 & 0.8 = Good, between 0.81 & 1 = Very Good

ISSN: 1477-7525