Behavior Problems in Four-Year-Old Children from a Brazilian Birth Cohort

Abstract This study aimed to investigate the occurrence of behavior problems in 3750 four years old children from a birth cohort. Children were followed from birth to four years old through home visits, and questionnaires on child health and development and the Child Behavior Checklist 4-18/CBCL were applied. Prevalence rates were high (total problems 35.6%), particularly externalizing problems, which occurred in 44.4 % of children (48.3% girls; 40.6% boys; p < 0.001). Internalizing problems were less prevalent, occurring in 15.5 % of children (19.1% boys; 11.6% girls; p < 0.001). Regardless of sex, there was a higher prevalence of behavioral problems in children with younger siblings, whose mothers had less education and had no partner.

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Effects of Twin Separation in Primary School

Twin Research and Human Genetics ◽

10.1375/twin.8.4.384 ◽

2005 ◽

Vol 8 (4) ◽

pp. 384-391 ◽

Cited By ~ 16

Author(s):

Marieke van Leeuwen ◽

Stéphanie M. van den Berg ◽

Toos C. E. M. van Beijsterveldt ◽

Dorret I. Boomsma

Keyword(s):

Academic Achievement ◽

Behavior Problems ◽

Behavioral Problems ◽

Externalizing Problems ◽

Child Behavior Checklist ◽

Long Term Effects ◽

Internalizing And Externalizing Problems ◽

Long Run ◽

Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

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Problems Reported by Parents of Romanian Orphans Adopted to British Columbia

International Journal of Behavioral Development ◽

10.1080/016502597385441 ◽

1997 ◽

Vol 20 (1) ◽

pp. 67-82 ◽

Cited By ~ 142

Author(s):

Lianne Fisher ◽

Elinor W. Ames ◽

Kim Chisholm ◽

Lynn Savoie

Keyword(s):

British Columbia ◽

Child Behavior ◽

Internalizing Problems ◽

Externalizing Problems ◽

Child Behavior Checklist ◽

Behaviour Problems ◽

Eating Problems ◽

Group Comparison ◽

Medical Problems ◽

Comparison Groups

Behaviour problems in Romanian orphans adopted to Canada were examined through parents’ interview reports of specific problems, and children’s scores on the Child Behavior Checklist (CBCL) (Achenbach, Edelbrock, & Howell, 1987) completed by their parents. Three groups of children were studied. Romanian orphanage (RO) children had spent at least 8 months in a Romanian orphanage. Parents’ reports of RO children’s problems were compared to parent reports from 2 comparison groups: (1) Canadian-born children (CB) who were not adopted and never institutionalised; and (2) children who would have gone to a Romanian orphanage had they not been adopted before 4 months of age (Romanian Comparison: RC). RO children scored higher than CB and RC children for Total problems and Internalizing problems on the CBCL. No significant differences were found for any group comparison on Externalizing problems. CBCL scores were positively correlated with RO children’s total time in orphanage. According to parent interview, RO children had more eating problems, medical problems, and stereotyped behaviour problems than both CB and RC children. These problems were distinctive ones, rarely if ever being reported for CB or RC children. It is suggested that these distinctive RO problems arise out of a normal developmental base, and reflect either continuations of orphanage behaviours, reactions to stimuli different from those experienced in orphanage, or lack of opportunity for development or learning within the orphanage.

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Sociodemographic Characteristics, Behavioral Problems, Parental Concerns and Children’s Strengths Reported by Parents

Paidéia (Ribeirão Preto) ◽

10.1590/1982-43272767201706 ◽

2017 ◽

Vol 27 (67) ◽

pp. 46-55 ◽

Cited By ~ 2

Author(s):

Deisy Ribas Emerich ◽

Luiz Renato Rodrigues Carreiro ◽

Ana Maria Justo ◽

Paula Guedes ◽

Maria Cristina Triguero Veloz Teixeira

Keyword(s):

Public Schools ◽

Behavior Problems ◽

Child Behavior ◽

Behavioral Problems ◽

Private School ◽

Child Behavior Checklist ◽

Adaptive Functioning ◽

Sociodemographic Factors ◽

Parental Concerns ◽

Parent Concerns

Abstract: Parental report is essential to understand adaptive difficulties in childhood. The aim of the study was to identify concerns of parents and qualities of children reported by parents, as well as the association of these variables with sociodemographic factors and child behavior problems. Parents of 353 schoolchildren from three public schools and one private school took part in the study. Assessment of behavior problems and parental reports about concerns and children’s strengths were obtained from the Child Behavior Checklist - CBCL. We submitted parents’ answers to the open-ended questions in the CBCL to a lexical analysis with the IRAMUTEQ software. Results concerning ‘strengths’ were related to affective and social interaction, while ‘concerns’ were related to academic performance and prevention of behavior problems. We concluded that parent concerns are targets of preventive interventions in childhood, while child strengths reported by parents are skills that need to be developed, as they help in adaptive functioning.

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The Empirical Versus DSM-Oriented Approach of the Child Behavior Checklist

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000164 ◽

2014 ◽

Vol 30 (1) ◽

pp. 22-30 ◽

Cited By ~ 4

Author(s):

Marianne S. de Wolff ◽

Anton G. C. Vogels ◽

Sijmen A. Reijneveld

Keyword(s):

Child Behavior ◽

Internalizing Problems ◽

Externalizing Problems ◽

Child Behavior Checklist ◽

Rank Order ◽

Psychosocial Problems ◽

Family Characteristics ◽

Dutch Version ◽

Parental Educational Level ◽

Oriented Approach

The DSM-oriented approach of the Child Behavior Checklist (CBCL) is a relatively new classification of problem behavior in children and adolescents. Given the clinical and scientific relevance of the CBCL, this study examines similarities and dissimilarities between the empirical and the DSM-oriented approach of the CBCL. We used data from 7,852 children aged 5 and 6 years, whose parents completed the Dutch version of the CBCL/4–18. Spearman rank order correlations, kappas, and logistical regressions were used to examine the similarities and dissimilarities between empirical and DSM-oriented scales of the CBCL. For Total Problems, Internalizing Problems, and Externalizing Problems, we found a substantial agreement between the two approaches of the CBCL. The DSM-oriented syndromes showed a slight overlap with the empirical syndrome scales. With regard to Total Problems, Internalizing Problems, and Externalizing Problems, the same child and family characteristics were associated with elevated scores in both approaches: sex, ethnicity, parental educational level, family composition, and the physician’s identification of the child’s psychosocial problems. Our study shows that both approaches of the CBCL are meaningfully related, but do not identify exactly the same groups of children as deviant. Future studies should explore the differences between the two approaches by examining the correlates and predictive power of both types of scales.

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Vitamin D Deficiency in Middle Childhood Is Related to Behavior Problems in Adolescence

Journal of Nutrition ◽

10.1093/jn/nxz185 ◽

2019 ◽

Vol 150 (1) ◽

pp. 140-148 ◽

Cited By ~ 2

Author(s):

Sonia L Robinson ◽

Constanza Marín ◽

Henry Oliveros ◽

Mercedes Mora-Plazas ◽

Betsy Lozoff ◽

...

Keyword(s):

Vitamin D ◽

Behavior Problems ◽

Vitamin D Deficiency ◽

Middle Childhood ◽

Internalizing Problems ◽

Externalizing Problems ◽

Child Behavior Checklist ◽

Internalizing Behavior ◽

Self Report ◽

And Behavior

ABSTRACT Background Vitamin D deficiency (VDD) is associated with depression and schizophrenia in adults. The effect of VDD in childhood on behavioral development is unknown. Objectives We aimed to study the associations of VDD and vitamin D binding protein (DBP) in middle childhood with behavior problems in adolescence. Methods We quantified plasma total 25-hydroxyvitamin D [25(OH)D] and DBP in 273 schoolchildren aged 5–12 y at recruitment into a cohort study in Bogota, Colombia. Externalizing and internalizing behavior problems were assessed after a median 6-y follow-up by parental report [Child Behavior Checklist (CBCL)] and self-report [Youth Self-Report (YSR)]. We estimated mean problem score differences with 95% CIs between exposure categories using multivariable linear regression. We also compared the prevalence of clinical behavior problems (score >63) between exposure groups. We assessed whether the associations between DBP and behavior problems were mediated through VDD. Results Mean ± SD CBCL and YSR externalizing problems scores were 56.5 ± 9.3 and 53.2 ± 9.5, respectively. Internalizing problems scores averaged 57.1 ± 9.8 and 53.7 ± 9.8, respectively. VDD [25(OH)D <50 nmol/L] prevalence was 10.3%. VDD was associated with an adjusted 6.0 (95% CI: 3.0, 9.0) and 3.4 (95% CI: 0.1, 6.6) units higher CBCL and YSR externalizing problems scores, respectively, and an adjusted 3.6 (95% CI: 0.3, 6.9) units higher CBCL internalizing problems scores. The prevalence of clinical total externalizing problems was 1.8 (95% CI: 1.1, 3.1) times higher in children with VDD than that in children without VDD. DBP concentration below the population median was related to higher YSR aggressive behavior and anxious/depressed subscale scores and to higher prevalence of clinical total externalizing problems. The associations between DBP and behavior problems were not mediated through VDD. Conclusions VDD and low DBP in middle childhood are related to behavior problems in adolescence.

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P01-299-Behavioral characteristics of bullies, victims and bully/victims

European Psychiatry ◽

10.1016/s0924-9338(11)72010-7 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 300-301

Author(s):

K. Inoko ◽

T. Aoki ◽

K. Kodaira ◽

M. Osawa

Keyword(s):

Behavior Problems ◽

Child Behavior ◽

Behavioral Problems ◽

Child Behavior Checklist ◽

Emotional And Behavioral Problems ◽

Behavioral Characteristics ◽

Bully Victims ◽

Being Bullied ◽

The Mean ◽

Image Position

IntroductionBulling is related with emotional and behavioral problems.ObjectivesTo investigate the behavioral characteristics of pure bullies, pure victims, bully/victims, pure witness and children with no involvement.MethodsSubjects were 112 children (6–13 years old). They completed questionnaire regarding acting the bully, being bullied and seeing someone bullied (Bully-victim-witness questionnaire). The questionnaire includes 5 psychological bully questions, 5 being bullied and 5 seeing bullies, respectively. Their parents completed the Child Behavior Checklist (CBCL).Results112 children were divided into pure bullies (n = 12), pure victims (n = 30), bully/victims (n = 40), pure witnesses (n = 9) and children who were not involved (n = 21). The figure shows the mean scores of CBCL of pure bullies, pure victims, bully/victims and pure witnesses. The mean CBCL (withdrawal, social problems, attention and aggression) scores of bully/victims were higher than other groups.[Figure 1]ConclusionsWe have to pay attention to the behavior problems of bully/victims, and the children with behavioral problems should be concerned about bullying problems.

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Behavioral and Emotional Problems Among Preschool Children in Pediatric Primary Care: Prevalence and Pediatricians' Recognition

PEDIATRICS ◽

10.1542/peds.91.3.649 ◽

1993 ◽

Vol 91 (3) ◽

pp. 649-655 ◽

Cited By ~ 6

Author(s):

John V. Lavigne ◽

Helen J. Binns ◽

Katherine Kaufer Christoffel ◽

Diane Rosenbaum ◽

Richard Arend ◽

...

Keyword(s):

Primary Care ◽

Preschool Children ◽

Behavioral Problems ◽

Child Behavior Checklist ◽

Behavioral Problem ◽

Behavioral Disorder ◽

Prevalence Rates ◽

Emotional Behavioral Disorder ◽

Child Psychologists ◽

Second Stage

This study examined how well private-practice pediatricians can identify emotional/behavioral problems among preschool children. Children aged 2 through 5 (N = 3876) were screened during a visit to 1 of 68 pediatricians who rendered an opinion about the presence of emotional/behavioral problems. Subsequently, children who scored above the 90th percentile for behavioral problems on the Child Behavior Checklist, along with children matched on age, sex, and race who had screened low, were invited for an intensive second-stage evaluation. There were 495 mothers and children who participated in that evaluation, which included a behavioral questionnaire, maternal interview, play observation, and developmental testing. Two PhD-level clinical child psychologists rendered independent opinions about the presence of an emotional/behavioral disorder. The psychologists identified significantly higher rates of problems overall—13.0% when the criterion was independent agreement that the child had an emotional/behavioral problem and a regular psychiatric diagnosis was assigned, vs 8.7% based on pediatricians' ratings. Prevalence rates based on psychologists' independent ratings were significantly higher than pediatricians' for both sexes, 4- through 5-year-olds, and whites, but not for 2- through 3-year-olds, African-Americans, and all minorities. Prevalence rates based on psychologists' ratings were significantly higher than the pediatricians' for all subgroups when V-code diagnoses were included in the psychologists' ratings. Overall, pediatricians' sensitivity was 20.5%, and specificity was 92.7%. At least 51.7% of the children who had an emotional/behavioral problem based on the psychologist's independent agreement had not received counseling, medication, or a mental health referral from the pediatrician. It is concluded that a substantial number of preschool children with behavior problems in primary care are not being identified or treated.

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

Behavioral Disorders ◽

10.1177/019874298901400301 ◽

1989 ◽

Vol 14 (3) ◽

pp. 166-174 ◽

Cited By ~ 6

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.

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Maternal differential treatment of siblings and children's behavioral problems: A longitudinal study

Development and Psychopathology ◽

10.1017/s0954579400006660 ◽

1995 ◽

Vol 7 (3) ◽

pp. 515-528 ◽

Cited By ~ 56

Author(s):

Shirley McGuire ◽

Judy Dunn ◽

Robert Plomin

Keyword(s):

Longitudinal Study ◽

Behavior Problems ◽

Middle Childhood ◽

Behavioral Problems ◽

Externalizing Problems ◽

Differential Treatment ◽

Children's Adjustment ◽

Differential Attention ◽

The Relationship ◽

Older Siblings

AbstractResearchers have examined links between maternal differential treatment of siblings and children's adjustment; however, little is known about the longitudinal nature of these associations. The goal of this study was to examine the relationship between maternal differential treatment of the siblings, direct parenting of older siblings, and older siblings' behavior problems across middle childhood. Eighty-two families were interviewed twice in their homes when the siblings averaged 4.7 and 7.7 years of age and, again when they averaged 7.9 and 10.5 years of age. Mothers completed questionnaires about parenting and older siblings' adjustment during the summer after the older siblings' 7th and 11th birthdays. Teachers completed questionnaires about the older siblings' adjustment and returned them through the mail. There was significant stability in the mothers' reports of differential treatment and significant associations between mothers' reports of maternal differential discipline and differential attention and mothers' and teachers' reports of older siblings' externalizing problems across time. Direct parenting measures were not correlated with differential treatment or older siblings' behavior problems across time.

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