Child Behavior Checklist Attention Problems Scale Can Distinguish Between ADHD- and GAD-Related Inattention

2015 ◽  
Author(s):  
R.M. Elkins ◽  
A.L. Carpenter ◽  
D.B. Pincus ◽  
J.S. Comer
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Attention Problems

scholarly journals The Child Behavior Checklist Together with the ADHD Rating Scale Can Diagnose ADHD in Korean Community-Based Samples

2005 ◽  
Vol 50 (12) ◽  
pp. 802-805 ◽  
Author(s):  
Jae-Won Kim ◽  
Ki-Hong Park ◽  
Keun-Ah Cheon ◽  
Boong-Nyun Kim ◽  
Soo-Churl Cho ◽  
...  
Keyword(s):  
Positive Predictive Value ◽  
Child Behavior ◽  
Predictive Value ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Attention Problems ◽  
School Students ◽  
Case Definitions ◽  
Community Based ◽  
Clinical Method

Objective: The purpose of this study was to examine the clinical validities and efficiencies of the Child Behavior Checklist (CBCL) and the ADHD Rating Scale-IV (ARS) in identifying children with attention-deficit hyperactivity disorder (ADHD) in Korean community-based samples. Method: A large sample of elementary school students ( n = 1668) participated in this study. We used the CBCL and the ARS as the screening instruments. Diagnoses were determined by clinical psychiatric interviews and confirmed by DSM-IV–based structured interviews. Results: Of the 46 subjects who underwent clinical psychiatric interviews, 33 were diagnosed as having ADHD. A T score of 60 with regard to the Attention Problems profile of the CBCL resulted in a reasonable level of sensitivity or positive predictive value in the diagnosis of ADHD. In both the parent and teacher reports of the ARS, 90th percentile cut-off points resulted in a high level of predictive value. The highest levels of specificity and positive predictive value were obtained when we combined the CBCL ( T ≥ 60 in Attention Problems) and the ARS (parent–teacher total ≥ 90th percentile) reports. Conclusions: These findings suggest that the combined use of the CBCL and the ARS could serve as a rapid and useful clinical method of predicting or even diagnosing children with ADHD in epidemiologic case definitions.

Genetic and environmental influences on teacher ratings of the Child Behavior Checklist

2000 ◽  
Vol 24 (3) ◽  
pp. 373-381 ◽  
Author(s):  
Hilary Towers ◽  
Erica Spotts ◽  
Jenae M. Neiderhiser ◽  
Robert Plomin ◽  
E. Mavis Hetherington ◽  
...  
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Social Problems ◽  
Genetic Factors ◽  
Environmental Influences ◽  
Teacher Ratings ◽  
Attention Problems ◽  
Shared Environment ◽  
Sibling Pairs ◽  
Self Reports

The knowledge we have of childhood and adolescent behaviour is, to some extent, a function of the unique perspective of the rater. Although many behavioural genetics studies have used parent and child self-reports in their assessments of child and adolescent adjustment, few have included teacher ratings of behaviour. It is possible that genetic and environmental contributions to teacher reports are different from those using parent and self-reports. The present study examined genetic and environmental influences on six subscales of the Child Behavior Checklist Teacher Report Form (CBC-TRF) using a normative sample of adolescents. The sample consisted of 373 same-sex twin and sibling pairs of varying degrees of genetic relatedness participating in the Nonshared Environment in Adolescent project (NEAD). For all of the CBC subscales, except attention problems and social problems, nonshared environmental influence was the most important source of variance. Additive genetic factors were of moderate importance for externalising behaviours, whereas nonadditive genetic factors contributed to the anxious/depressed, attention problems, withdrawn, and social problems subscales. For none of the constructs was shared environment a significant influence. Three alternative models testing for contrast effects, differences in twin and nontwin siblings, and differences in nondivorced and stepfamilies were examined. In most cases, the best-fitting model was a model that did not include any of these effects, suggesting that these factors do not critically affect the basic model. However, some of the patterns of correlations and parameter estimates were unusual and may warrant future investigation.

scholarly journals Rasch Analysis of the Korean-Child Behavior Checklist (K-CBCL) to Assess Emotional and Behavioral Problems in Children With Autism Spectrum Disorder

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110407
Author(s):  
Eun-Young Park ◽  
Hyojeong Seo ◽  
Kwang-Sun Cho Blair ◽  
Min-Chae Kang
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Child Behavior ◽  
Rasch Analysis ◽  
Child Behavior Checklist ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Spectrum Disorder ◽  
Item Fit

This study examined the validity of the Korean version of the Child Behavior Checklist (K-CBCL) with 180 children with autism spectrum disorder (ASD) in South Korea. Rasch analysis was applied to examine item fit, item difficulty, suitability of the response scale, and person and item separation indices of the K-CBCL. The results indicated that, with the exception of six out of the 119 items, the K-CBCL had a good item fit. Suitability of the rating scale was supported. Both Attention Problems and Aggressive Behavior factors differentiated two strata of behavior problems of children with ASD, whereas six other factors only captured one stratum of behavior problems. The item separation index indicated that the items were distributed well with high reliability. We demonstrated that statistical item analysis with the Rasch model could provide valuable information related to psychometric properties.

scholarly journals Gene co-expression networks in peripheral blood capture dimensional measures of emotional and behavioral problems from the Child Behavior Checklist (CBCL)

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Jonathan L. Hess ◽  
Nicholas H. Nguyen ◽  
Jesse Suben ◽  
Ryan M. Meath ◽  
Avery B. Albert ◽  
...  
Keyword(s):  
Gene Expression ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Peripheral Blood ◽  
Child Behavior Checklist ◽  
Attention Problems ◽  
Emotional And Behavioral Problems ◽  
Blood Gene Expression ◽  
Expression Levels ◽  
Peripheral Blood Gene Expression

Abstract The U.S. National Institute of Mental Health (NIMH) introduced the research domain criteria (RDoC) initiative to promote the integration of information across multiple units of analysis (i.e., brain circuits, physiology, behavior, self-reports) to better understand the basic dimensions of behavior and cognitive functioning underlying normal and abnormal mental conditions. Along those lines, this study examined the association between peripheral blood gene expression levels and emotional and behavioral problems in school-age children. Children were chosen from two age- and sex-matched groups: those with or without parental reports of any prior or current psychiatric diagnosis. RNA-sequencing was performed on whole blood from 96 probands aged 6–12 years who were medication-free at the time of assessment. Module eigengenes were derived using weighted gene co-expression network analysis (WGCNA). Associations were tested between module eigengene expression levels and eight syndrome scales from parent ratings on the Child Behavior Checklist (CBCL). Nine out of the 36 modules were significantly associated with at least one syndrome scale measured by the CBCL (i.e., aggression, social problems, attention problems, and/or thought problems) after accounting for covariates and correcting for multiple testing. Our study demonstrates that variation in peripheral blood gene expression relates to emotional and behavioral profiles in children. If replicated and validated, our results may help in identifying problem or at-risk behavior in pediatric populations, and in elucidating the biological pathways that modulate complex human behavior.

A Familial Risk Analysis of Emotional Dysregulation: A Controlled Study

2015 ◽  
Vol 22 (9) ◽  
pp. 848-854 ◽  
Author(s):  
Joseph Biederman ◽  
James Chan ◽  
Stephen V. Faraone ◽  
K. Yvonne Woodworth ◽  
Thomas J. Spencer ◽  
...  
Keyword(s):  
Child Behavior ◽  
Emotional Regulation ◽  
Child Behavior Checklist ◽  
Familial Risk ◽  
Attention Problems ◽  
Emotional Dysregulation ◽  
Adverse Outcomes ◽  
Controlled Study ◽  
Increased Risk ◽  
Dysregulation Profile

Objective: Children with deficits in emotional regulation operationalized by scores on the Child Behavior Checklist (CBCL) Attention Problems, Aggressive Behavior, and Anxious-Depressed subscales are more likely than others to manifest adverse outcomes. However, the transmission of this profile has not been well studied. The main aim of this study was to investigate the familiality of this profile. Method: Participants were youth probands with bipolar I (BP-I) disorder ( N = 140), ADHD ( N = 83), and controls ( N = 117) and their siblings. Based on the CBCL emotional dysregulation profile, we classified children with severe emotional dysregulation (aggregate cut-off score ≥210) and emotional dysregulation (aggregate cut-off score ≥ 180 and <210). Results: Emotional dysregulation profile scores correlated positively between probands and siblings. Conclusion: Youth with emotional dysregulation are at increased risk to have siblings with similar deficits, suggesting that emotional dysregulation runs in families.

Primary Teachers' Classroom Practices and Their Perceptions of Children's Attention Problems

1994 ◽  
Vol 79 (2) ◽  
pp. 787-790 ◽  
Author(s):  
E. Anne Eddowes ◽  
Jerry Aldridge ◽  
Susan Culpepper
Keyword(s):  
United States ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Classroom Practices ◽  
Southeastern United States ◽  
Primary Teachers ◽  
Attention Problems ◽  
Number Of Children ◽  
Children's Attention

15 teachers of Kindergarten through Grade 2 in two schools from a rural southeastern United States community completed the Philosophy of Teaching Scale and indicated on the Child Behavior Checklist their perceptions of 309 children in their classrooms who might show problems of attention. A difference was found between teachers of structured and unstructured orientations in the number of children they reported to be hyperactive. The former group perceived significantly more children in their classrooms to be hyperactive.

Validity of the Amsterdam Child Behavior Checklist: A Short Rating Scale for Children

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1139-1144 ◽  
Author(s):  
Peter F. de Jong
Keyword(s):  
Aggressive Behavior ◽  
Child Behavior ◽  
Primary Education ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Emotional Problems ◽  
Attention Problems ◽  
Teacher Report ◽  
Data Support ◽  
Teacher Report Form

The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the Child Behavior Checklist. Teachers from 94 schools rated 454 children on both lists. Analysis showed that the associations between the scores of the scales of the Amsterdam Child Behavior Checklist and of similar scales of the Teacher Report Form ranged from moderate to strong. These data support the validity of the scales of the Amsterdam Child Behavior Checklist.

Latent Class Analysis of Child Behavior Checklist Attention Problems

1999 ◽  
Vol 38 (8) ◽  
pp. 985-991 ◽  
Author(s):  
JAMES J. HUDZIAK ◽  
MARTHA E. WADSWORTH ◽  
ANDREW C. HEATH ◽  
THOMAS M. ACHENBACH
Keyword(s):  
Latent Class Analysis ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Latent Class ◽  
Attention Problems ◽  
Class Analysis

Normative development of the Child Behavior Checklist Dysregulation Profile from early childhood to adolescence: Associations with personality pathology

2017 ◽  
Vol 30 (2) ◽  
pp. 437-447 ◽  
Author(s):  
Marike H. F. Deutz ◽  
Helen G. M. Vossen ◽  
Amaranta D. De Haan ◽  
Maja Deković ◽  
Anneloes L. Van Baar ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Late Adolescence ◽  
Attention Problems ◽  
Rate Of Change ◽  
Personality Pathology ◽  
Wide Range ◽  
Dysregulation Profile ◽  
Developmental Course

AbstractThe Dysregulation Profile (DP) is a broad indicator of concurrent affective, behavioral, and cognitive dysregulation, often measured with the anxious/depressed, aggressive behavior, and attention problems syndrome scales of the Child Behavior Checklist. Despite an expanding body of research on the DP, knowledge of the normative developmental course of the DP from early childhood to adolescence is lacking. Furthermore, although we know that the DP longitudinally predicts personality pathology, no research yet has examined whether next to the DP in early childhood, the rate of change of the DP across development predicts personality pathology. Therefore, using cohort-sequential latent growth modeling in a population-based sample (N = 668), we examined the normative developmental course of mother-reported DP from ages 4 to 17 years and its associations with a wide range of adolescent-reported personality pathology dimensions 3 years later. The results showed that the DP follows a nonlinear developmental course with a peak in early adolescence. The initial level of the DP at age 4 and, to a lesser extent, the rate of change in the DP predicted a range of personality pathology dimensions in late adolescence. The findings suggest that the DP is a broad developmental precursor of personality pathology in late adolescence.

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