Book Review: New Objective Rating Scales for Child Assessment, I. Parent- and Teacher-Informant Inventories of the Behavior Assessment System for Children: the Child Behavior Checklist, and the Teacher Report Form

1994 ◽  
Vol 12 (3) ◽  
pp. 289-306 ◽  
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Rating Scales ◽  
Assessment System ◽  
Behavior Assessment ◽  
Child Assessment ◽  
Teacher Report ◽  
Teacher Report Form ◽  
Objective Rating

Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children

1989 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
Betty C. Epanchin ◽  
Mary Sue Rennells
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Depressive Symptomatology ◽  
Self Report ◽  
Teacher Report ◽  
Behavioral Ratings ◽  
Self Reports ◽  
Teacher Report Form

The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.

Assessing anxiety with the Child Behavior Checklist and the Teacher Report Form

2007 ◽  
Vol 21 (8) ◽  
pp. 1004-1015 ◽  
Author(s):  
Philip C. Kendall ◽  
Anthony C. Puliafico ◽  
Andrea J. Barmish ◽  
Muniya S. Choudhury ◽  
Aude Henin ◽  
...  
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Teacher Report ◽  
Teacher Report Form

scholarly journals Realização acadêmica e problemas de internalização em alunos do ensino básico e secundário em Portugal

2020 ◽  
Vol 46 ◽  
Author(s):  
Lurdes Veríssimo ◽  
Pedro Dias ◽  
Elodie Santos ◽  
Sofia Ortigão
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Self Report ◽  
Youth Self Report ◽  
Teacher Report ◽  
Teacher Report Form

Resumo O presente estudo teve como objetivo geral analisar as diferenças nos problemas de internalização (ansiedade, depressão, queixas somáticas), avaliados por diferentes informadores (pais, professores e jovens), em função do nível de realização acadêmica, em alunos do ensino básico e secundário. Para tal, recorreu-se a uma amostra estratificada representativa da população portuguesa constituída por 1.510 alunos, com idades compreendidas entre os 11 e 18 anos. Do conjunto de provas da bateria Achenbach System of Empirically Based Assessment validados para a população portuguesa, foram utilizadas a Child Behavior Checklist 6-18, a Youth Self-Report 11-18 e a Teacher Report Form 6-18. De uma forma geral, os resultados evidenciam que os alunos com realização acadêmica baixa apresentam mais problemas de internalização do que alunos com realização acadêmica média e/ou elevada. No entanto, no 3º ciclo do ensino básico, na perspectiva dos próprios jovens, os alunos com realização acadêmica elevada apresentam maiores níveis de ansiedade/depressão, comparativamente aos alunos com realização acadêmica baixa. Estes resultados indicam-nos que, para além de os alunos com realização acadêmica baixa se encontrarem numa situação de risco e vulnerabilidade para problemas de internalização, é necessário ter também especial atenção aos alunos com realização acadêmica elevada. Destes resultados decorrem implicações práticas relevantes para os contextos escolares, nomeadamente ao nível da consideração da relação entre a realização acadêmica e o bem-estar psicológico.

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.

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