Sentences with phrase «child behaviour checklist»

Offspring were followed up at ages 2, 5, 8, 10, and 14 years using the Child Behaviour Checklist (CBCL).

The questionnaire at 36 months included a total of 11 questions about hyperactivity, impulsivity and attention problems; six items from the child behaviour checklist (CBCL / 1.5 — 5)[40], and five items from the DSM - IV - TR criteria for ADHD [41].

We also investigated socio - demographic characteristics and mental health problems using the Child Behaviour Checklist (CBCL) DSM - oriented scales.

An ADHD scale was constructed from the emotionality activity sociability (EAS) temperament measurement scale [44] and one item from the hyperactivity subscale of the child behaviour checklist (CBCL / 1.5 — 5)[40].

Main outcome measures Maternal report of child externalising behaviour (Child Behaviour Checklist), parenting (Parent Behaviour Checklist) and maternal mental health (Depression Anxiety Stress Scales) when children were aged 3 years.

A range of questionnaires are available to evaluate behavioural and emotional problems of children and adolescents, several of these have been validated for use in Chinese populations, including the Child Behaviour Checklist, the Rutter Questionnaires, and the Conner's Questionnaires [10 — 13].

The Child Behaviour Checklist (CBCL), Youth Self Report (YSR) and Teacher's Checklist of Pathology (TCP) assessed ADHD symptoms in 728 adolescents.

The Child Behaviour Checklist (CBCL)(Achenbach, 1991a), and the corresponding self - report version titled the Youth Self Report (YSR)(Achenbach, 1991b) divide, for example, external symptoms into attention problems and broadband behaviour problems, which are on a scale made up of aggressive conduct problems and delinquent or non-aggressive conduct problems (Achenbach et al., 1989; Earls, 1994; Frick et al., 1993; Verhulst and Achenbach, 1995).

Additionally, the similar CBCL (German version: Arbeitsgruppe Deutsche Child Behaviour Checklist, 1993a) was answered by the mother.

The ASEBA Child Behaviour Checklist (CBCL) is a comprehensive evidence - based assessment system developed through decades of research and practical experience.

Abbreviations CP: Conduct problems; Conduct Disorder (CD); SDQ: Strengths and Difficulties Questionnaire; DAWBA: Development and Well Being Assessment; EOP: Early - Onset Persistent; AO: Adolescent - Onset; AL: Adolescence - Limited; CL: Childhood - Limited; ASB: Antisocial Behaviour; CBCL: Child Behaviour Checklist

The child behaviour checklist (CBCL) is widely known for its reliability in identifying behavioural / emotional problems in preschool children, but it has not been validated for use in sub-Saharan Africa.

The child behaviour checklist (CBCL) is one such tool which was originally developed in the USA under the auspice of Achenbach System of Empirically Based Assessment (ASEBA)[3].

Consistent with prior short - term outcomes, the primary measure at age 3 years was externalising behaviour problems, assessed by the 99 - item validated Child Behaviour Checklist (CBCL 1 1/2 — 5).21 This checklist also quantifies internalising behaviour problems, and yields raw scores (used to compare groups as the primary outcome) and T - scores with a clinical cut - point derived from the combined norming sample of children aged 1 through 5 years (used to describe the sample relative to international norms).

Child emotional and behavioural adjustment, as measured by, for example, the Behaviour Screening Questionnaire (BSQ; Richman 1971); the Child Behaviour Checklist (CBCL; Achenbach 1991); the Eyberg Child Behaviour Inventory (ECBI; Eyberg 1999); the Child Behaviour Questionnaire (CBQ; Rothbart 2001); the Dyadic Parent - Child Interaction Coding System (DPICS; Eyberg 1994), etc..

We also used the strengths and difficulties questionnaire (SDQ) 17 and the child behaviour checklist.18 In the parent defined problems questionnaire, the parent lists the three problems they would most like to see changed and indicates the severity of each on a 10 cm line labelled «not a problem» at one end and «couldn't be worse» at the other.

The primary outcome will be change at 6 months postrandomisation in parent - reported child behaviour problems using the Child Behaviour Checklist (CBCL) externalising scale.25 There are two versions, one for children aged 1.5 — 5 years and the other for 6 — 18 years old.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Half of these children and adolescents were found to be functioning within clinical or borderline ranges on the Child Behaviour Checklist with children aged younger than 15 years found to be particularly vulnerable.

The Child Behaviour Checklist is a commonly used test for children from 2 to 16 years of age to monitor their well being, such as whether they are anxious, uncommunicative, depressed, aggressive, delinquent, withdrawn or hyperactive.

As part of a comprehensive assessment, psychologists often use behaviour checklists such as the Child Behaviour Checklist (CBCL) to determine if the behaviour is clinically significant relative to other children their age.

Maternal report of externalising behavioural problems on the 99 - item validated child behaviour checklist.

Many different outcomes were examined (see online table C4 in the supplementary web appendices for details), with most assessed using validated tools (such as the Child Behaviour Checklist, the Infant Behaviour Questionnaire, the Parent — Infant Relationship Global Assessment, the Q - Sort Measure of the Security of Attachment and social and emotional well - being scores from the Ages and Stages Questionnaire).

An early measure of difficulties (eg conduct, emotional problems) in the young was the 118 - item Child Behaviour Checklist (see Achenbach & Edelbrock, 1983).

Two instruments were used — Eyberg Child Behaviour Inventory (ECBI): Intensity (n = 20) and the Child Behaviour Checklist (CBCL)(n = 4).

Not exact matches

A systematic review of existing reviews of the effectiveness of parent training for conduct disorder that were judged to be of high quality using a recognised checklist [11] suggested that parenting programmes are an effective intervention for children with behaviour problems.

Other outcomes: parenting styles on the parent behaviour checklist; child's temperament using...

Several widely - used parent - report «checklist - style» assessments (e.g., Child Behavior Checklist, 17 Infant - Toddler Social and Emotional Assessment, 18 Behavior Assessment System for Children19) cover a broad range of functioning, including internalizing, externalizing and other problematic behaviours in early cchecklist - style» assessments (e.g., Child Behavior Checklist, 17 Infant - Toddler Social and Emotional Assessment, 18 Behavior Assessment System for Children19) cover a broad range of functioning, including internalizing, externalizing and other problematic behaviours in early cChecklist, 17 Infant - Toddler Social and Emotional Assessment, 18 Behavior Assessment System for Children19) cover a broad range of functioning, including internalizing, externalizing and other problematic behaviours in early childhood.

Main outcome measures Maternal report of child externalising behaviour (child behavior checklist 1 1/2 -5 year old), parenting (parent behavior checklist), and maternal mental health (depression anxiety stress scales) at 18 and 24 months.

A psychological scale seeks to identify and evaluate patients who may have current disorders but have not sought treatment.20 Currently, widely used mental / behaviour problem scales for children and adolescents include the Achenbach Child Behavior Checklist, 21 Personality Diagnostic Questionnaire, 22 Rutter's Behavior Scale, 23 Spence Children's Anxiety Scale, 24 Zung's Self - Rating Anxiety Rating Scale (SAS), 25 Zung's Self - Rating Depression Scale (SDS), 26 Children's Depression Inventory, 27 Child and Adolescent Psychiatric Assessment, 28 Hospital Depression and Anxiety Scale, children and adolescents include the Achenbach Child Behavior Checklist, 21 Personality Diagnostic Questionnaire, 22 Rutter's Behavior Scale, 23 Spence Children's Anxiety Scale, 24 Zung's Self - Rating Anxiety Rating Scale (SAS), 25 Zung's Self - Rating Depression Scale (SDS), 26 Children's Depression Inventory, 27 Child and Adolescent Psychiatric Assessment, 28 Hospital Depression and Anxiety Scale, Children's Anxiety Scale, 24 Zung's Self - Rating Anxiety Rating Scale (SAS), 25 Zung's Self - Rating Depression Scale (SDS), 26 Children's Depression Inventory, 27 Child and Adolescent Psychiatric Assessment, 28 Hospital Depression and Anxiety Scale, Children's Depression Inventory, 27 Child and Adolescent Psychiatric Assessment, 28 Hospital Depression and Anxiety Scale, 29 etc..

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scChild Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at school.

It will show the extent to which children identified as being antisocial early, on the basis of parent and teacher checklist information, can be helped to modify their behaviour by an intensive and expensive intervention programme.

Infant temperament (for example, activity, soothability, emotionality and sociability etc); attachment; behaviour (for example, Eyberg Child Behaviour Inventory (ECBI); Nursing Child Teaching Assessment Scales (NCATS)-RRB-; parent - infant interaction; development (for example, Bayley Scales); IQ (for example, Capital Institute Mental Checklist (Chibehaviour (for example, Eyberg Child Behaviour Inventory (ECBI); Nursing Child Teaching Assessment Scales (NCATS)-RRB-; parent - infant interaction; development (for example, Bayley Scales); IQ (for example, Capital Institute Mental Checklist (ChiBehaviour Inventory (ECBI); Nursing Child Teaching Assessment Scales (NCATS)-RRB-; parent - infant interaction; development (for example, Bayley Scales); IQ (for example, Capital Institute Mental Checklist (China)-RRB-.

A third finding, also consistent with previous research, was that controlling for the number and intensity of child behaviour problems [measured using the Developmental Behavior Checklist; 92] reduced the strength of the association between impairment type (diagnosis) and family life congruence to non-significance.

Aberrant Behavior Checklist (ABC; Aman and Singh 1986)-- to assess child behaviour and challenges from the parent and coordinator perspective pre-post treatment (note: this measure was also completed independently pre - and post-workshop by a staff member)

A systematic review of existing reviews of the effectiveness of parent training for conduct disorder that were judged to be of high quality using a recognised checklist [11] suggested that parenting programmes are an effective intervention for children with behaviour problems.