The Behavior of Child Behavior Ratings: Measurement Structure of the Child Behavior Checklist across Time, Informants, and Child Gender

Autor/inn/en	Konold, Timothy R.; Walthall, Johanna C.; Pianta, Robert C.
Titel	The Behavior of Child Behavior Ratings: Measurement Structure of the Child Behavior Checklist across Time, Informants, and Child Gender
Quelle	In: Behavioral Disorders, 29 (2004) 4, S.372-383 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Grade 1; Context Effect; Child Behavior; Check Lists; Rating Scales; Measurement Techniques; Student Behavior; Factor Analysis; Behavior Problems; Gender Differences; Evaluation Methods; Correlation; Test Validity; Test Reliability; Longitudinal Studies; Parent Attitudes; Teacher Attitudes; Interrater Reliability; Aggression; Anxiety; Depression (Psychology); Psychological Patterns; Mothers; Fathers; Child Behavior Checklist + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Checkliste; Rating-Skala; Messtechnik; Student behaviour; Schülerverhalten; Faktorenanalyse; Geschlechterkonflikt; Korrelation; Testvalidität; Testreliabilität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Lehrerverhalten; Interrater-Reliabilität; Angst; Mother; Mutter
Abstract	Standardized rating scales are the most often used part of the multidimensional assessment of children's behavior. However, low cross-informant correlations raise concerns about the reliability and validity of the resulting scores. This study examined whether the manner in which behavioral constructs are measured differs across informants, across time, and across child gender for the Child Behavior Checklist for Ages 4-18 (CBCL/4-8) and the Teacher Response Form (TRF). Measurement models using multigroup confirmatory factor analysis were examined for child behavior ratings obtained, for the same child, at 54 months and first grade from mothers, fathers, and teachers. Model contracts were also evaluated to determine whether the measurement of behavioral problems was different for boys and girls. This study involved approximately 700 children from the prospective, longitudinal database of the NICHD Study of Early Child Care and Youth Development. The general form and factor loadings of the CBCL 4-18 and TRF were invariant across mothers, fathers, and teachers and held regardless of the target child's gender. These results suggest that the low correlations between parent and teacher ratings of behavior problems appear more likely to results from differences in situation-specific behavior than from the manner in which they are measured. (Contains 1 figure and 2 tables.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10