The utility of the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher... more The utility of the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF) to the Serbian children is largely unknown and has not been studied. An aim of this study was to examine rates and distribution of emotional and behavioral problems among 4 to 6-year-old children in the Serbia. Country differences between our Serbian sample and the original U.S. sample, gender differences, and cross-informant agreement between teachers and parents were also to be examined. The CBCL/1.5-5 and the C-TRF was completed by parents and teachers respectively on 512 preschoolers in the city of Novi Sad, Serbia. Internal consistency of the scales was analyzed using Cronbach alpha (α). The comparison of behavioral/emotional syndromes raw scores was performed by t test. CBCL/1.5-5 prevalence rate of the Total Problems score in the clinical range was 13.4%, while the C-TRF prevalence rate for girls was 9.8% and for boys 8.8%. Our findings revealed that parent reported more problems than teachers on almost all scales across gender with the mean cross-informant correlation of 0.24. This study documents gender differences, with boys scoring significantly higher than girls on all externalizing related problem scales on both questionnaires, but with no gender differences on internalizing problems on either questionnaire. Results support the applicability of the Serbian version of the CBCL/1.5-5 and C-TRF and can be recommended for use in clinical and research settings.
Eighteen mother-child dyads that included 24- to 31-month-old boys who were late talkers were com... more Eighteen mother-child dyads that included 24- to 31-month-old boys who were late talkers were compared in terms of social cues and dyadic synchrony with dyads including normally developing boys matched with the other boys in terms of SES and nonverbal ability. Mothers of late talkers did not differ from comparison group mothers in degree of synchrony with their children nor in their use of social cues. Similarly, late talkers did not differ from comparison children in play synchrony, compliance, or overall communicativeness, although they made significantly fewer clear verbalizations, produced significantly more unintelligible utterances, and relied more heavily on gestural and nonverbal communicative cues. Dyads with late talkers manifested stronger patterns of relationship between the variables studied than comparison dyads, with highly controlling mothers tending to be low in synchrony and to have children who were low in both compliance and synchrony.
Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Langu... more Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Language Impairment (SLI-E) were compared with samples produced by an age-matched group of 30 typically developing toddlers. Vocalization patterns, phonetic inventories, and syllable formation patterns were compared. Toddlers with SLI-E vocalized significantly less often than their typically developing peers, had proportionately smaller consonantal and vowel inventories, and used a more restricted and less mature array of syllable shapes. Although the mean incidence of phoneme usage varied significantly in all comparisons, profiles of consonant usage were similar between the two groups for initial phoneme usage, but considerably different for final consonant closure. Such patterns of vocal and phonetic behavior confirm earlier reports of phonetic delay in SLI-E, and suggest that nongrammatical factors contribute to the development of expressive language deficits in toddlers. We further propos...
Journal of the American Academy of Child and Adolescent Psychiatry, 2012
To build on Achenbach, Rescorla, and Ivanova (2012) by (a) reporting new international findings f... more To build on Achenbach, Rescorla, and Ivanova (2012) by (a) reporting new international findings for parent, teacher, and self-ratings on the Child Behavior Checklist, Youth Self-Report, and Teacher's Report Form; (b) testing the fit of syndrome models to new data from 17 societies, including previously underrepresented regions; (c) testing effects of society, gender, and age in 44 societies by integrating new and previous data; (d) testing cross-society correlations between mean item ratings; (e) describing the construction of multisociety norms; (f) illustrating clinical applications. Confirmatory factor analyses (CFAs) of parent, teacher, and self-ratings, performed separately for each society; tests of societal, gender, and age effects on dimensional syndrome scales, DSM-oriented scales, Internalizing, Externalizing, and Total Problems scales; tests of agreement between low, medium, and high ratings of problem items across societies. CFAs supported the tested syndrome models ...
Asia-Pacific psychiatry : official journal of the Pacific Rim College of Psychiatrists, 2014
The goals of the present study were to: (i) examine similarities and differences in behavioral/em... more The goals of the present study were to: (i) examine similarities and differences in behavioral/emotional problems manifested by children with autism spectrum disorder (ASD) and those with anxiety disorder (ANX); (ii) test the ability of each of the eight child behavioral checklist (CBCL) and teacher report form (TRF) syndrome scales to differentiate the ASD group from the ANX group; and (iii) test the ability of an ASD scale derived by Ooi et al. to differentiate the ASD group from the ANX group. Archival CBCL and TRF data from 180 children between 4 and 18 years of age (119 males, 61 females) diagnosed with ASD (n = 86) or ANX (n = 94) at an outpatient child psychiatric clinic in Singapore were analyzed. The ASD group scored significantly higher on Social Problems and Attention Problems but significantly lower on Anxious/Depressed and Somatic Complaints than the ANX group. The groups did not show significant differences on Withdrawn/Depressed and Thought Problems. Both the CBCL and...
The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes thr... more The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes three instruments for assessing emotional and/or behavioral problems: Child Behavior Checklist (CBCL), completed by parents, Youth Self-Report (YSR), completed by adolescents and Teacher's Report Form (TRF), completed by teachers. This review article gives detailed information on the development of these forms in the United States and Brazil, describing the main changes to the items, scales and score cut-off points in original versions between 1991 and 2001, as well as the process involved in the translation, back-translation and cultural adaptation of the original questionnaires to develop the current official Brazilian versions of the CBCL, YSR and TRF. The utility of these tools for research and clinical practice is highlighted, mentioning epidemiological studies and evaluation of interventions conducted in Brazil. Researchers' and clinicians' doubts regarding the correct use of the current official Brazilian versions are answered, giving examples of frequently asked questions relevant to the Brazilian context.
... The school psychologist and Ms. Randall met with Robby's parents to discuss the improveme... more ... The school psychologist and Ms. Randall met with Robby's parents to discuss the improvements in Robby's school behavior and possibilities for im-plementing contingency management at home. Use of the BPM-P and BPM-Y by a Mental Health Practitioner. ...
The utility of the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher... more The utility of the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF) to the Serbian children is largely unknown and has not been studied. An aim of this study was to examine rates and distribution of emotional and behavioral problems among 4 to 6-year-old children in the Serbia. Country differences between our Serbian sample and the original U.S. sample, gender differences, and cross-informant agreement between teachers and parents were also to be examined. The CBCL/1.5-5 and the C-TRF was completed by parents and teachers respectively on 512 preschoolers in the city of Novi Sad, Serbia. Internal consistency of the scales was analyzed using Cronbach alpha (α). The comparison of behavioral/emotional syndromes raw scores was performed by t test. CBCL/1.5-5 prevalence rate of the Total Problems score in the clinical range was 13.4%, while the C-TRF prevalence rate for girls was 9.8% and for boys 8.8%. Our findings revealed that parent reported more problems than teachers on almost all scales across gender with the mean cross-informant correlation of 0.24. This study documents gender differences, with boys scoring significantly higher than girls on all externalizing related problem scales on both questionnaires, but with no gender differences on internalizing problems on either questionnaire. Results support the applicability of the Serbian version of the CBCL/1.5-5 and C-TRF and can be recommended for use in clinical and research settings.
Eighteen mother-child dyads that included 24- to 31-month-old boys who were late talkers were com... more Eighteen mother-child dyads that included 24- to 31-month-old boys who were late talkers were compared in terms of social cues and dyadic synchrony with dyads including normally developing boys matched with the other boys in terms of SES and nonverbal ability. Mothers of late talkers did not differ from comparison group mothers in degree of synchrony with their children nor in their use of social cues. Similarly, late talkers did not differ from comparison children in play synchrony, compliance, or overall communicativeness, although they made significantly fewer clear verbalizations, produced significantly more unintelligible utterances, and relied more heavily on gestural and nonverbal communicative cues. Dyads with late talkers manifested stronger patterns of relationship between the variables studied than comparison dyads, with highly controlling mothers tending to be low in synchrony and to have children who were low in both compliance and synchrony.
Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Langu... more Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Language Impairment (SLI-E) were compared with samples produced by an age-matched group of 30 typically developing toddlers. Vocalization patterns, phonetic inventories, and syllable formation patterns were compared. Toddlers with SLI-E vocalized significantly less often than their typically developing peers, had proportionately smaller consonantal and vowel inventories, and used a more restricted and less mature array of syllable shapes. Although the mean incidence of phoneme usage varied significantly in all comparisons, profiles of consonant usage were similar between the two groups for initial phoneme usage, but considerably different for final consonant closure. Such patterns of vocal and phonetic behavior confirm earlier reports of phonetic delay in SLI-E, and suggest that nongrammatical factors contribute to the development of expressive language deficits in toddlers. We further propos...
Journal of the American Academy of Child and Adolescent Psychiatry, 2012
To build on Achenbach, Rescorla, and Ivanova (2012) by (a) reporting new international findings f... more To build on Achenbach, Rescorla, and Ivanova (2012) by (a) reporting new international findings for parent, teacher, and self-ratings on the Child Behavior Checklist, Youth Self-Report, and Teacher's Report Form; (b) testing the fit of syndrome models to new data from 17 societies, including previously underrepresented regions; (c) testing effects of society, gender, and age in 44 societies by integrating new and previous data; (d) testing cross-society correlations between mean item ratings; (e) describing the construction of multisociety norms; (f) illustrating clinical applications. Confirmatory factor analyses (CFAs) of parent, teacher, and self-ratings, performed separately for each society; tests of societal, gender, and age effects on dimensional syndrome scales, DSM-oriented scales, Internalizing, Externalizing, and Total Problems scales; tests of agreement between low, medium, and high ratings of problem items across societies. CFAs supported the tested syndrome models ...
Asia-Pacific psychiatry : official journal of the Pacific Rim College of Psychiatrists, 2014
The goals of the present study were to: (i) examine similarities and differences in behavioral/em... more The goals of the present study were to: (i) examine similarities and differences in behavioral/emotional problems manifested by children with autism spectrum disorder (ASD) and those with anxiety disorder (ANX); (ii) test the ability of each of the eight child behavioral checklist (CBCL) and teacher report form (TRF) syndrome scales to differentiate the ASD group from the ANX group; and (iii) test the ability of an ASD scale derived by Ooi et al. to differentiate the ASD group from the ANX group. Archival CBCL and TRF data from 180 children between 4 and 18 years of age (119 males, 61 females) diagnosed with ASD (n = 86) or ANX (n = 94) at an outpatient child psychiatric clinic in Singapore were analyzed. The ASD group scored significantly higher on Social Problems and Attention Problems but significantly lower on Anxious/Depressed and Somatic Complaints than the ANX group. The groups did not show significant differences on Withdrawn/Depressed and Thought Problems. Both the CBCL and...
The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes thr... more The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes three instruments for assessing emotional and/or behavioral problems: Child Behavior Checklist (CBCL), completed by parents, Youth Self-Report (YSR), completed by adolescents and Teacher's Report Form (TRF), completed by teachers. This review article gives detailed information on the development of these forms in the United States and Brazil, describing the main changes to the items, scales and score cut-off points in original versions between 1991 and 2001, as well as the process involved in the translation, back-translation and cultural adaptation of the original questionnaires to develop the current official Brazilian versions of the CBCL, YSR and TRF. The utility of these tools for research and clinical practice is highlighted, mentioning epidemiological studies and evaluation of interventions conducted in Brazil. Researchers' and clinicians' doubts regarding the correct use of the current official Brazilian versions are answered, giving examples of frequently asked questions relevant to the Brazilian context.
... The school psychologist and Ms. Randall met with Robby's parents to discuss the improveme... more ... The school psychologist and Ms. Randall met with Robby's parents to discuss the improvements in Robby's school behavior and possibilities for im-plementing contingency management at home. Use of the BPM-P and BPM-Y by a Mental Health Practitioner. ...
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