Mothers and peers as child behavior therapists.
Explore the source record for details and available documents.
Behavior Therapy↗
SEARCH · Search PubMed
Results for “Child Behavior”
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Marital and severe parent-to-adolescent physical aggression in clinic-referred families: mother and adolescent reports on co-occurrence and links to child behavior problems.
This study examined the interplay of marital and severe parental physical aggression, and their links to child behavior problems, in 232 families of clinic-referred adolescents. Combined reports from mothers and adolescents indicated that two thirds of adolescents exposed to marital aggression in the past year had also experienced parental aggression. Mothers and fathers who used and/or were victims of marital aggression were both more likely to direct aggression toward their adolescent. Mother and youth reports of marital aggression were tied to each party's report of greater externalizing problems and to youth reports of greater internalizing problems. Severe parental aggression uniquely predicted maternal reports of both behavior problems, after controlling for marital aggression; the reverse was not true. Also, adolescents exposed to both types of family aggression did not display greater maladjustment than those subjected to only one type of family aggression.
Adolescent↗
[On the problem of an epoch-making change in the symptomatology of child behavior disorders].
Explore the source record for details and available documents.
Child↗
[Reliability and factorial validity of the Child Behavior Checklist--an analysis of a clinical and field sample].
The purpose of this study was to assess the reliability (internal consistency), the correlations of the scale scores and the factorial validity of the German version of the Child Behavior Checklist (CBCL). The analyses were performed in a sample of patients at two child and adolescent psychiatric facilities (N = 1653) and in a community sample (N = 1622). The analyses were based on the 1991 American version of the CBCL. The internal consistency of most of the scales was good to excellent (rtt > .80). The reliability of the scales "Withdrawn", "Somatic complaints" and "Social Problems" was not completely satisfactory (rtt > .70). The reliability of the syndrome scales "Thought Problems" and "Sex Problems" and the Competence Scales was unsatisfactory (rtt < .70). The internal consistency of the syndrome scales in the German and American samples was very similar. The correlations between the scales were predominantly in the lower range, with some in a medium range (rtt > .50). Factor analyses in the clinical sample confirmed that the syndrome scales had been well-designed. With the exception of the scales "Social Problems" and "Withdrawn", where the items have loadings on a common factor, the scales proved to be factorially valid.
Adolescent↗
Factor analysis of the Nisonger Child Behavior Rating Form in children with autism spectrum disorders.
The Nisonger Child Behavior Rating Form (NCBRF) is a behavior rating scale designed for children and adolescents with mental retardation. The purpose of this study was to explore the psychometric properties of the NCBRF in a sample of 330 children and adolescents with autism spectrum disorders (ASDs). Parent and teacher ratings were independently submitted to both exploratory and confirmatory factor analysis. As reported with the original validation study, parent and teacher versions shared similar but somewhat different factor structures. Social competence items showed more similarity with the original solutions than did problem behavior items. Problem behavior items were distributed into a somewhat simpler five-factor solution for both rating forms. Self-injurious and stereotypic items loaded on two distinct subscales for the teacher form, but not on the parent form. Factor loadings and internal consistencies were generally lower than those reported for the original versions but still within the acceptable range. Confirmatory factor analyses indicated good fits for the social competence items and acceptable fits for the problem behavior items. Overall, results supported the construct validity of the NCBRF in children and adolescents with ASDs.
Adolescent↗
Child behavior problems increased by maternal smoking during pregnancy.
We investigated the effects of maternal smoking during pregnancy on behavioral problems (i.e., not mediated by low birth weight) in 3-y-old offspring. We assessed behavioral problems in 1377 2- to 3-y-old twin pairs (registered in the Netherlands Twin Register) with the Child Behavior Checklist for ages 2-3 y (CBCL/2-3) from Achenbach, Edelbrock, and Howell. Two to 3 y earlier (i.e., soon after the birth of the twins) we collected information about the smoking habits (i.e., "never," "sometimes," and "regularly") of the mother during pregnancy. We analyzed the effect of maternal smoking on the CBCL total score and on several subscale scores for first- and second-born twins separately, and we adjusted for the possible confounding effects of birth weight, socioeconomic status, maternal age, and type of feeding (i.e., breast or bottle fed). There was a significant effect of maternal smoking on so-called "externalizing" behavioral problems (e.g., oppositional, aggressive, overactive), but not on "internalizing" behavioral problems (e.g., withdrawn, depressed, anxious), in both first- and second-born twins. The enhanced "externalizing" problems were attributed predominantly to increased aggression. Although boys have higher externalizing and aggression scores than girls, the effect of maternal smoking was the same for boys and girls.
Child Behavior Disorders↗
Psychosocial status after pediatric traumatic brain injury: a subtype analysis using the Child Behavior Checklist.
This study identified subtypes of psychosocial functioning in children who had sustained traumatic brain injury (TBI). Child Behavior Checklist (CBCL) profiles for 92 participants, aged 12 to 18 years, who had sustained a mild, moderate, or severe TBI were subjected to Q-Factor analysis. Sixty-four of the participants (75%) were classified into a four-category psychosocial typology labelled Normal (n = 32), Attention (n = 14), Delinquent (n = 10), and Withdrawn-Somatic (n = 8). This typology was found to overlap in part with previous TBI psychosocial typology (Butler et al., 1997), and with three of the clinical profile types derived by Achenbach (1993) for the CBCL. The majority of participants, including those who sustained severe TBI, were assigned to the Normal subtype and the overall level of psychosocial deviance was relatively mild in the other three subtypes. The results of this study support previous typology efforts and confirm the heterogeneous presentation of social and emotional functioning following TBI.
Adaptation, Psychological↗
Parent and teacher agreement on child behavior checklist items in a sample of preschoolers from low-income and predominantly African American families.
In this study we examined parent and teacher agreement at the item level of the newly revised Child Behavior Checklist/1 1/2-5 (CBCL/1 1/2-5) and Caregiver-Teacher Report Form/1 1/2-5 (CTRF/1 1/2-5) in 505 preschool children from low-income and predominantly African American families. Parents generally rated more children as having problem behaviors than did teachers. Lack of agreement between parents and teachers at the item level was indicated by low correlation coefficients, kappa values, and co-identification of children with specific behavior problems. High levels of parent-teacher agreement were obtained only when rank orders of problem behaviors were compared. No significant sex effect was found on parent and teacher agreement at the item level. Problem behaviors most often indicated by parents and teachers reflected the roles and responsibilities of parents and teachers in the home and school settings. Our findings suggest informant and setting specificity of parent- and teacher-identified problem behaviors in young children.
Adolescent↗
The effects of child behavior problems on the maintenance of intervention fidelity.
Maintenance of behavior change has been considered a crucial, through largely unrealized, goal of behavioral interventions. One often overlooked factor is that before interventions can be successful and durable, the intervention protocol must be implemented as planned. This study investigated the effects of child behavior problems on the maintenance of intervention fidelity by teachers across two intervention protocols: escape extinction and functional communication training. A high rate of behavior problems during escape extinction appeared to punish teachers' efforts, and fidelity deteriorated. In contrast, there was a low rate of behavior problems during functional communication training. Teachers maintained high protocol fidelity and those sessions were less stressful and more productive. We propose that intervention protocols can be differentiated by the costs associated with implementing them faithfully. Protocols designed to be user friendly will be more likely to produce high fidelity, and therefore, durable intervention gains.
Adolescent↗
Achenbach's Child Behavior Checklist and Teachers' Report Form in a normative sample of Greek children 6-12 years old.
Achenbach's Child Behavior Checklist (CBCL) and Teachers' Report Form (TRF) were administered to 6-12 year old school children comprising a large random community sample (n = 1200) drawn from the whole of Greece. These are the first data on the TRF in Greece and the first nation-wide data on the CBCL. Appropriate cutoff points for the behavioral problems and competence scales of both questionnaires were obtained for boys and girls. These were considerably higher than USA cutoffs for the CBCL but not for the TRF. Analysis of scores in relation to degree of urbanization showed that it was not necessary to define different cutoffs in different strata. Parents' and teachers' ratings of the same child were most highly correlated for Externalizing and Aggressive behavior for boys and for Attention problems for both sexes.
Child↗
Convergent validity of select scales of the MMPI and the Achenbach Child Behavior Checklist-Youth Self-report.
The convergent validity of select clinical scales of the Minnesota Multiphasic Personality Inventory (MMPI) and the Achenbach Child Behavior Checklist-Youth Self-report was evaluated in a sample of 188 adolescent psychiatric inpatients. Clinical scales of the MMPI (Scales 1, 2, 3, 4, 8, and 0) and of the Youth Self-report subscales of Somatic Complaints, Depressed, Aggressive, Delinquent, Thought Disorder, and Unpopular were selected for comparison based on their conceptual similarity. The extent to which scores for self-reported behavior on the Youth Self-report converged with scores on related clinical scales of the MMPI was evaluated by correlations and multiple regression. Concurrent validity for most comparisons between similar scales of the two measures was indicated and support the validity of the Youth Self-report as a self-report measure with an heterogeneous clinical sample of adolescents. The results establish a clear link between self-reported behaviors on the Youth Self-report and scores obtained on the select MMPI clinical scales which would conceptually be associated with those behaviors.
Adolescent↗
The consistency of a class of coercive child behaviors across school settings for individual subjects.
This study addressed the problem of the intraindividual consistency of a class of coercive child behaviors across two school settings. Observational data collected on eight coercive behaviors of 53 boys in classrooms and on the playground. Previous Guttman scale analyses had shown that these eight coercive behaviors constituted a response class. The rates of the eight coercive responses in the response class were rank-ordered separately for each of the 53 subjects in each of the two settings. The intraindividual rank-order correlations were all positive, and 37 were statistically reliable. This number of significant correlations was further shown to be significantly greater than chance. It was concluded that there is a substantial amount of cross-situational consistency if intraresponse class analyses are done for individuals.
Aggression↗
Measurement structure of the Turkish translation of the Child Behavior Checklist using confirmatory factor analytic approaches to validation of syndromal constructs.
The new correlated 8-factor measurement structure of the Child Behavior Checklist for ages 6-18 (CBCL/6-18; T. M. Achenbach & L. A. Rescorla, 2001) derived from an American sample was used as a benchmark to evaluate its generalizability to Turkish general population (N = 5,195) and clinical (N = 963) samples. Item-level confirmatory factor analysis (CFA) was used to evaluate the adequacy of the correlated 8-factor model across 3 sample conditions (general population, clinical, and combined sample whose Total Problems scores were above the Turkish national median). The results supported the generalizability of the overall measurement structure of the CBCL to the Turkish population.
Child↗
Child behavior therapy: a community program in Appalachia.
Explore the source record for details and available documents.
Behavior Therapy↗
Social and biological measures of hyperactivity and inattention: are they describing similar underlying constructs of child behavior?
The relationship between 27 different measures of hyperactive, impulsive, and inattentive behavior, including those considered to be more objective and those considered more influenced by social factors, is examined using a normal sample of 219 Mexican children, ages 6 to 12. Measures were based on activity monitoring by accelerometry, ethological observation of attentional and movements states in the classroom, cognitive testing using the TOVA continuous performance test (CPT), and parents' and teachers' reports on ratings scales and symptom checklists. Factor analysis was used to examine to what degree these different measures are reporting similar underlying constructs (factors) of hyperactivity and inattention. Parent and teacher ratings appear to be describing underlying constructs that are distinct from those described by the other measures, but measures based on CPT, observation, and activity monitoring did not factor together either, nor more highly correlate to each other. Analysis combining all the measures showed that parent and teacher ratings factored together based on who was reporting the behavior, rather than the behavior being reported. The findings underscore that each type of measurement of hyperactivity, impulsivity, and inattention measures a different aspect of a complex behavioral phenomenon, rather than some better measuring than others the same underlying factor.
Attention Deficit Disorder with Hyperactivity↗
Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: a receiver-operating characteristic analysis.
BACKGROUND: This study examines the diagnostic accuracy of the CBCL syndrome AS scales for predicting DSM-IV Attention Deficit-Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder with or without Conduct Disorder (ODD/CD). METHODS: The sample included 370 children (187 probands and 183 siblings) participating in a family genetic study of attention and aggressive behavior problems. Univariate and stepwise logistic regression analyses were used to derive models for predicting two diagnostic conditions: ADHD and ODD/CD. RESULTS: The Attention Problems syndrome significantly predicted ADHD, and ODD/CD was significantly predicted by the Aggressive Behavior syndrome. Both scales demonstrated good diagnostic accuracy, as assessed through receiver operating characteristics analyses. Cut-point analyses confirmed the utility of low T-scores, 55 on the respective syndromes, for efficiently discriminating cases from noncases. CONCLUSIONS: CBCL syndromes display good diagnostic efficiency for assessing common externalizing disorders in children.
Adolescent↗
Training in social skills: an alternative technique for handling disruptive child behavior.
The purposes of this study were to examine the type of response to different situations displayed by children with or without conduct disorders and to assess the efficacy of the social skills training program herein proposed for modifying styles of interpersonal relationship in children. The sample included 315 children, 8 to 12 years of age. Those exhibiting conduct problems were 164 boys, and those having no conduct problems were 151 boys. All participants shared a low socioeconomic and cultural status and attended schools located in poor districts of Mendoza City in Argentina. Analysis showed that the groups trained in social skills improved in social interaction by reducing disruptive behaviors, whereas the groups without social skills training showed no behavioral changes. These data were confirmed by the teachers' assessments. These results suggest social skills training seems an efficient therapeutic approach to the attenuation of behavior disorders of boys.
Argentina↗
Aversion: a method for modifying child behavior.
Explore the source record for details and available documents.
Aversive Therapy↗