A Reexamination of Child Problem Behaviors as Measured by ECBI: Factor Structure and Measurement Invariance Across Two Parent Training Interventions

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1270-1281 ◽  
Author(s):  
Silje S. Hukkelberg
Keyword(s):  
Parent Training ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Management Training ◽  
Total Sample ◽  
Parent Report ◽  
Parent Management Training ◽  
Post Intervention ◽  
Oppositional Defiant

The Eyberg Child Behavior Inventory (ECBI) is a widely used instrument that assesses disruptive problem behaviors via parent report. The present study compares three different conceptualizations of problem behaviors using traditional confirmatory factor analysis (CFA), a bifactor–CFA, and a bifactor exploratory structural equation model, whereof the latter two represent novel conceptualizations of disruptive problem behaviors. Data were derived from 353 Norwegian parents assigned to parent management training—the Oregon model (PMTO; N = 137) or brief parent training (BPT; N = 216), who rated their child’s problem behavior (age 3-12 years). The factor models were estimated within the PMTO and BPT samples, and in the total sample. Results showed that the bifactor–CFA, with a general problem behavior factor and three specific factors representing oppositional defiant, conduct problem, and inattentive behavior provided the best model fit. Furthermore, factorial invariance across control/intervention groups and across time (pre/post intervention) was estimated within the PMTO and BPT samples. Results revealed properties of metric and intercept invariance across intervention/control groups and over time, within both interventions. Implications of the results are discussed.

scholarly journals Cluster Analysis of Child Externalizing and Prosocial Behaviors in a Randomized Effectiveness Trial of the Family-Check Up and Internet-Delivered Parent Training (iComet)

2020 ◽  
Vol 6 (2) ◽  
pp. 88-102
Author(s):  
Annika Björnsdotter ◽  
Ata Ghaderi ◽  
Pia Enebrink
Keyword(s):  
Prosocial Behavior ◽  
Externalizing Behavior ◽  
Management Training ◽  
Post Treatment ◽  
Parent Management Training ◽  
Prosocial Behaviors ◽  
Post Intervention ◽  
Oppositional Defiant ◽  
The Family ◽  
Family Warmth

Objective: To explore whether children with various externalizing/prosocial behavior profiles benefit differently from face-to-face training than from an internet-based parent management training (PMT) programme. Methods: A total of 231 families with children (aged 10 to 13 years) with externalizing behavior problems (EBP) were randomized to receive either the Family Check-Up, delivered by therapists in the community, or the internet-based PMT program (iComet).   Person-oriented analysis was used for subtyping the children according to combinations of prosocial behavior and EBP. Results: The person-oriented analysis resulted in five significantly different clusters. There were no significant differences between the five clusters in relation to the total difficulties score of the Strengths and Difficulties Questionnaire, family warmth or family conflict, but the within-group effect sizes for the main outcome (total difficulties score) from baseline to post-treatment varied from Cohen’s d of 0.52 to 2.56. There were no significant interaction effects between the clusters and type of intervention. However, for children high on symptoms of attention deficit hyperactivity disorder and moderate to high on oppositional defiant disorder, and low to relatively high on prosocial behaviors (Cluster 3 respectively 5), substantial residual EBP-symptomatology remained at post-treatment, although both interventions resulted in significant effects. The other three clusters were within the non-clinical EBP-range at post-intervention, irrespective of treatment condition. There were no significant differences between the clusters regarding treatment completion rate (ranging from 47.2% to 67.4%). This study illustrates the value of distinguishing between different profiles of children in the context of PMT for parents of children with EBP.

scholarly journals Validity Evidences for the Portuguese Version of the Problem Behavior Scale: Preschool and Kindergarten Behavior Scales-2

2016 ◽  
Vol 26 (65) ◽  
pp. 273-281
Author(s):  
Sofia Major ◽  
Maria João Seabra-Santos
Keyword(s):  
Factor Analysis ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Early Identification ◽  
Total Sample ◽  
Model Fit ◽  
Portuguese Version ◽  
Confirmatory Factor ◽  
High Internal Consistency ◽  
Behavior Scale

ABSTRACT The early identification of problem behaviors is essential in preschool. This paper presents evidence of validity (confirmatory factor analysis) for the Problem Behavior scale of the Portuguese version of the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2). Analyses were performed for the scale's 46 items, which were grouped into 16 item-parcels. Once it was verified that the model fit the total sample (N = 2000; CFI = .98; RMSEA = .06), analyses were replicated for the samples collected at home and at school (n = 1000 per setting). Results indicate a factor structure equivalent to the original version, with five supplemental subscales, distributed into two subscales (Externalizing and Internalizing), stable for the two subsamples, with high internal consistency levels (α = .78-.97). The discussion highlights the utility/validity of the Portuguese version of the Problem Behavior scale among preschoolers.

scholarly journals Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

2022 ◽  
Author(s):  
Anouck I. Staff ◽  
Saskia van der Oord ◽  
Jaap Oosterlaan ◽  
Rianne Hornstra ◽  
Pieter J. Hoekstra ◽  
...  
Keyword(s):  
Teacher Training ◽  
Problem Behaviors ◽  
Contingency Management ◽  
Full Range ◽  
Specific Situation ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Child Effects ◽  
Oppositional Defiant ◽  
Secondary Analyses

AbstractBehavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention consisting of either a) antecedent-based techniques or b) consequent-based techniques; or c) waitlist. Multilevel analyses showed that both sets of techniques were effective in reducing teacher-rated ADHD symptoms and impairment immediately after the intervention and up to three months later, as compared to waitlist. Masked observations of ADHD behavior were in line with teacher ratings, with effects being most pronounced for inattention. No effects on teacher-rated or masked ODD behavior were found. This study showed that antecedent- and consequent-based techniques were effective in improving classroom ADHD symptoms and impairment. Long-term changes in teacher-rated ADHD are promising. These results extend previous findings and show the potential of short individually tailored interventions in classroom settings as treatment of ADHD symptoms.

scholarly journals Comparing styles of parent-child conversation: The influence on children's conduct problems and emotion knowledge

2021 ◽  
Author(s):  
◽  
William Drummond
Keyword(s):  
Conduct Problems ◽  
Management Training ◽  
Conduct Problem ◽  
Parent Management Training ◽  
Emotion Knowledge ◽  
Post Intervention ◽  
Wh Questions ◽  
Problem Severity ◽  
Preliminary Study ◽  
Parent Management

<p>This preliminary study conducted across Canberra and Wellington was the first to compare the effectiveness of two styles of maternal-reminiscing as an adjunct to Parent Management Training (PMT) for mothers of children ranging from four to eight-years-old (M = 63.1, SD = 14.4 months) with conduct problems. This was a manualised six session intervention. Parents in both conditions received PMT. Parents were asked to reminisce with their child about shared events using their allocated style of maternal reminiscing. The W-D-E condition drew on research by Van Bergen, Salmon, Dadds, and Allen (2009) which encouraged mothers to use 'wh' questions and detailed descriptive information about the even. The R-U-S style extended on the research by Ensor and Hughes (2008) in which mothers were encouraged to be responsive and allow their child to lead the conversation. Both conditions placed a direct focus on discussing emotion, including labels, behaviours, causes and consequences of emotion. As expected, both condition showed a significant decrease in conduct problem severity and a significant increase in aspects of children‟s emotion knowledge between pre- and immediately post-intervention. However, there were no significant differences between conditions with respect to children‟s conduct problems severity and emotion knowledge. Given that the literature supports a link between deficits in emotion knowledge and children‟s conduct problems, and that parental discussion of emotion supports children‟s developing socioemotional development, the current preliminary study extends on the work by Salmon, Dadds, Allen, and Hawes (2009) in which efforts are being made to integrate emotion components with PMT.</p>

scholarly journals Comparing styles of parent-child conversation: The influence on children's conduct problems and emotion knowledge

2021 ◽  
Author(s):  
◽  
William Drummond
Keyword(s):  
Conduct Problems ◽  
Management Training ◽  
Conduct Problem ◽  
Parent Management Training ◽  
Emotion Knowledge ◽  
Post Intervention ◽  
Wh Questions ◽  
Problem Severity ◽  
Preliminary Study ◽  
Parent Management

<p>This preliminary study conducted across Canberra and Wellington was the first to compare the effectiveness of two styles of maternal-reminiscing as an adjunct to Parent Management Training (PMT) for mothers of children ranging from four to eight-years-old (M = 63.1, SD = 14.4 months) with conduct problems. This was a manualised six session intervention. Parents in both conditions received PMT. Parents were asked to reminisce with their child about shared events using their allocated style of maternal reminiscing. The W-D-E condition drew on research by Van Bergen, Salmon, Dadds, and Allen (2009) which encouraged mothers to use 'wh' questions and detailed descriptive information about the even. The R-U-S style extended on the research by Ensor and Hughes (2008) in which mothers were encouraged to be responsive and allow their child to lead the conversation. Both conditions placed a direct focus on discussing emotion, including labels, behaviours, causes and consequences of emotion. As expected, both condition showed a significant decrease in conduct problem severity and a significant increase in aspects of children‟s emotion knowledge between pre- and immediately post-intervention. However, there were no significant differences between conditions with respect to children‟s conduct problems severity and emotion knowledge. Given that the literature supports a link between deficits in emotion knowledge and children‟s conduct problems, and that parental discussion of emotion supports children‟s developing socioemotional development, the current preliminary study extends on the work by Salmon, Dadds, Allen, and Hawes (2009) in which efforts are being made to integrate emotion components with PMT.</p>

Construct Validity of the Eyberg Child Behavior Inventory (ECBI)

2018 ◽  
Vol 34 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Silje Sommer Hukkelberg ◽  
Charlotte Reedtz ◽  
John Kjøbli
Keyword(s):  
Construct Validity ◽  
Problem Behaviors ◽  
Child Behavior ◽  
Structural Equation ◽  
Conduct Problem ◽  
Equation Modeling ◽  
Confirmatory Factor Analyses ◽  
Oppositional Defiant ◽  
Eyberg Child Behavior Inventory ◽  
Defiant Behavior

Abstract. Despite the wide use of the Eyberg Child Behavior Inventory (ECBI), its construct validity is still an issue of debate. Whereas previous studies primarily have relied on confirmatory factor analyses (CFAs), the present study aimed to evaluate the Norwegian 22-item version of the ECBI intensity scale using exploratory structural equation modeling (ESEM), which offers more flexibility compared to traditional CFA. The study used data from three samples of parents with children with emerging or existing problem behaviors. Results showed that the ESEM model showed good fit and identified the three factors Oppositional defiant behavior, Conduct problem behavior, and Inattentive behavior. In addition, the ESEM approach revealed several small and significant (λ ≤ .21) cross-loadings. The results illustrated the strengths of ESEM over CFA and suggest that ESEM provide a useful statistical framework to evaluate the structure of ECBI items.

Sign in / Sign up

Export Citation Format

Share Document