Child Behavior Checklist - Term Paper Example

Child Behavior Checklist Abstract The paper talks about the details on Child Behavior Checklist, including its description and developmental history. Aside from these, there are also discussions on various psychometric qualities, with scrutiny on the test’s reliability and validity. The purposes of the assessment tool are presented, as well as its strength and weaknesses. More importantly, evaluation on the ethical and legal issues in relation to Child Behavior Checklist is also revealed. Final Paper on Child Behavior Checklist I am planning to work on children who are suffering from traumatic experiences, specifically, those with post-traumatic stress disorder. The screening tool chosen for this study is the Child Behavior Checklist, which is quite significant because it encompasses both the behavioral responses and social alterations common in children suffering from violent experiences. Moreover, with this tool, the involvement of internal and external influences can be readily assessed, which in turn, can assist in developing clinically effective strategies and treatment interventions. History Child Behavior Checklist (CBCL) is a well-known assessment tool. It was first published around 1980’s as an extended study on behavior problem checklist by Dr. Achenbach (Knoff, 1986). Child Behavior Checklist was again revised (on 1991) by an organization known as Achenbach System of Empirically - Based Assessment (ASEBA), which is spearheaded by Dr. Thomas M. Achenbach (Vasen, 2006). It serves as the younger counterpart of adult research study approaches, which mostly deals with adult-focused psychological conditions. Thus, it tends to focus on the conditions more specific to children and young adults, and the foreseen status are acted upon in accordance with outcomes of the assessment. The improvements made were important in addressing several factors. The revised version of CBCL, as explained by Hersen (2004), has been part of an extensive screening program and included the teaching rating (TRF) and self-report (YSR). These were devised to accomplish more understanding of the mental conditions of children. In turn, it gives emphasis to the roles played by parents and other environmental influences in determining possibilities of mental conflicts in children. Despite concerns about the consistency of the discussed screening tool, several adaptations yielded affirmative results. Currently, newer versions were introduced in 2001, with modifications on age divisions for specific scales (Frick, Barry, & Kamphaus, 2009). New specifications have been added, which replaced subjects that either have been overlooked or neglected by previous design. Furthermore, the empirical-based assessment is combined with Diagnostic Statistical Manual of Mental Disorder (DSM)-oriented measurements—ensuring a wide support from professional behavioral scientists and experts (“ASEBA-Child Behavior Checklist,” n.d.). Description In retrospect, Child Behavioral Checklist (CBCL) is a 15-20 minute child administered measurement based on parent’s account. It is constructed not only to identify child development and behavioral problems but also to determine parenting skills (Achenbach, 2005). The administrators can be the parents themselves or qualified interviewers. Paper and pencil are utilized as instruments. Earlier designs have included the age group from 4-16 years old. However, various revisions modified the age span into two groups, preschool age (1 ½- 5 years old) and 6-18-year-old kids. The content of two tests slightly differs. For one, preschool age possesses 100 items while the latter has 113. The participants will get to choose between the three-point choices (Not True, Somewhat True, Very True) (Sheridan, 2009). The form contains various subscales, including points for competence for all activities—such as social activities in school. There are also sections for eight syndrome identification, points for the DSM-oriented part, and another subscale for internalizing and externalizing issues. All these subscales are summed up to form Total Problems scores of 120 (Watson & Skinner, 2004). Psychometric Qualities Tests are employed in order to identify specific behaviors and serves as the instrument that calculates patterns of behaviors (Kaplan & Saccuzzo, 2009). It cannot be accomplished without utilization of Standards in interpretation and evaluation. The Standard created by various prestigious associations, such as American Psychological Association (APA), establishes provisions which aid in professional assessments (Linn, 2006). It is a reference point where all tests must measure up. It is essential for psychological tests to pass the Standards and norms set, in order for it to qualify as a legitimate behavior tool. In this case, the concept of reliability and validity takes priority. Reliability is a qualification based on the presence of errors in a given test—accuracy and consistency (Kaplan & Saccuzzo, 2009). On the other hand, validity pertains to measurement of hypothetical processes and determining the appropriateness of inferences (Smith, 2005). With the combined concepts, the quality of a test is accurately measured for an effective use. Accordingly, Child Behavior Checklist has an available manual that provides detailed descriptions of normative data and psychometric qualities. Research studies utilizing CBCL confirmed the use of a technical manual as the guide, as dictated by Standards set (U.S Department of Health and Human Services, n.d.). The use of a manual is indicative of the test abiding by the Standards set by legitimate associations. In the normative data, subjects are randomly chosen in a survey. Information is gathered by qualified interviewers in chosen sets and with this established, further analysis and validity of the survey are accomplished (Maurish, 2004). Questions, however, arise on the soundness of this random survey, as other factors are to be considered such as the linguistic aspect or reading comprehensions (Kaplan & Saccuzzo, 2009). With this, an extra item for preschool CBCL had been recently added, the Language Development Survey, that determines problems with language delays (Gimpel & Holland, 2003). This has, in a way, keeps inaccuracy to the minimum. Another pressing issue pertaining to the standardized form is its scoring system. Some items may be interpreted differently by parents (Hersen, 2004). This may greatly affect the accuracy of results. In relation to parents’ assessment, subjectivity plays a role in the test, as rater’s abject views are asked (Konold, Walthall, & Pianta, 2004). The complexity of the assessment could otherwise affect the whole testing process, but with further researches, such complications can be resolved. A more pressing issue involves the reliability and validity of the Child Behavior Checklist. Evidently, the above-mentioned qualities are positive for CBCL. The test-retest reliability yielded affirmative points, with 0.70-0.93. In turn, its validity is also detailed as having strong measures on internal and external problem behaviors (U.S Department of Health and Human Services, n.d.). These qualities make CBCL a good predicting approach in differentiating clinical level behavioral problems from the nonclinical ones. On the other hand, the validity of CBCL, as emphasized by Drotar (1995), relies more on its capacity to differentiate children at the clinical level from those who are not. Several problems are encountered with the consistency of Child Behavior Checklist in children with chronic illnesses. One particular bias pertains to limitations and conflicting items in emotional syndrome sections. For one, placing two particular opposite conditions, such as anxiety and depression, in one section may lead to wrong interpretation by assessors (Frick et al., 2009). Such erroneous interpretation may result in unforeseen problems. Consequently, one article purported that test item do not hold the significant distinction for various subjects (Kaplan & Saccuzzo, 2009). With this, issues on the misinterpretation cannot overly affect the overall accuracy and validity of test results. Problems with language biases have been eliminated as Child Behavior Checklist is translated into various languages. This particular screening test has been utilized in 700 cross-cultural types of research (U.S Department of Health and Human Service, n.d.). Studies proved that interpretations and the properties of the test are similar in most cultural groups (Hersen, 2004). This has been easily achieved due to the fact that the test does not necessarily need stringent training sessions and inferential expertise (Maurish, 2004). Hence, as long as the standard applicability is employed, mistakes are avoided. Uses of the Test Several organizations have already employed the service of Child Behavior Checklist. The targets of this particular test are the emotional and behavioral health of children from preschool to teen years. How children behave in various situations is observed, such as social interactive activities, and behaviors when alone. Moreover, some behavioral aspects are looked into. Personality alterations, including anxiety attacks and depressive states, are examined in detail. Moreover, it also identifies aggressively delinquent actions and attention deficits such as social interactive delays (Sheridan, 2009). In general, assessment is focused on children with psychopathologic conditions than children with mild behavioral alterations (Drotar, 1995). The identification of unconstructive behaviors correlates with my aim in recognizing the resultant behaviors for children who have prior traumatic experiences. The employment of parents’ cooperation may not be so wise at this moment, for there is a possibility that they are part of the source of trauma. Hence, utilizing teacher support and other external factors may be employed in this case. With Child Behavior Checklist, several personality conditions can be diagnosed, and with this, timely and appropriate interventions can be established. Critique The addition of the DSM-oriented section as part of the assessment made Child Behavior Checklist a more reputable assessment tool (Frick et al., 2009). It signified a more clinical approach as utilization of expert psychological analysis is performed in the test. Moreover, various researchers in this area strengthened the qualities of the test, making it more popular with other health practitioners. Such positive reputation can lead to better communication between administrators of the test, ensuring more valid results (Frick et al., 2009). On the other side, one major weakness on this test is on validity scales—it is not established (Frick et al., 2009). This may sound contradictory as earlier papers insist a good validity for this scale. One major use of CBCL is differentiation of mentally pathological conditions, and less on minor behavioral deviations (Maurish, 2004). With this, the focus is more on clinical settings. The fixed validity scales for subjects with slight deviations but within the normal level is not consistent (Drotar, 1995). Hence, it predisposes CBCL to validity weakness. Moreover, some contents of the test are heterogeneous, as some sections provide open-ended questions that make up for different answers (Frick et al., 2009). Such practice may render some forms invalid as surveyors are given the preference to categorize answered items. The legal procedure prior to the actual conduct of the psychological test is an essential process. Typically, arrangements are performed between administrators and legal guardians, with an accompanying security of an informed consent (Weiner & Goldstein, 2003). Such actions are essential for it protects the interest of the parties involved. In the case of Child Behavior Checklist, the target population is minor individuals, from preschool children to young teens. The law dictates that they require the consent of parents before deciding. Whether the administrators are the parents themselves or other clinical professionals, an informed consent from parents is still a strict requirement. Furthermore, relevant information must be explained to the parents and subjects who are developmentally competent. Included in the explanation are details of the psychological test, its purposes, and clarification that subjects can back out of the test anytime. On the ethical side, the operative word in this area is doing no harm. Aside from achieving valid and reliable results, research studies must maintain the ethical consciousness of securing the safety of subjects at all times. Safety not only pertains to the physical aspects of the word, more importantly, the emotional and psychological soundness of the subjects' being is not placed in jeopardy. With this, tests must not be done for the sake of achieving results. Every effort must be carried out to achieve maximum potentials, but not to the extent of exploiting the subjects. The general idea of the test is to differentiate behaviors that are appropriate and those that deviate from the normal standards. On the clinical side, the test is significant in the sense that instruments in the said psychological test strongly identify pathological conditions. Most of the sections in the test correlate with behavioral problems. Such alterations may signify some underlying medical conditions. Take for example the case of posttraumatic stress disorder. This type of psychological condition cannot be detected easily. With the help of CBCL, some areas of mental status can be better assessed with less danger of children isolating themselves further, as the administrators are parents, teachers, and counselors. Early identification of mental deviations connotes implementation of timely medical interventions. Conclusion The Child Behavior Checklist (CBCL) demonstrated some drawbacks; however, its benefits far outweigh some of its negative attributes. The success of the said test is manifested by its wide coverage and use by most experts. Its popularity has steadily grown as CBCL continues to provide revisions that further indicate improvements in its sections. The reliability and validity of the test in most clinical settings have been shown to be effective. In this case, the test is quite useful for children who have shown indications of behavioral problems, and early actions can be performed. The future potential of the said test is good as ongoing researches and improved modifications are possible. Hence, the CBCL is beneficial to children with slight behavioral alterations, and more so for those with pathological emotional and behavioral conflicts. References Achenbach, T.A. (2005). Child Behavior Checklist. Retrieved from http://www.friendsnrc.org/download/outcomeresources/toolkit/annot/cbcl.pdf ASEBA-Child Behavior Checklist. (n.d.). Retrieved from: http://www.aseba.org/products/revschoolforms.pdf Drotar, D. (1995). Methodological issues in using the Child Behavior Checklist and its related instrument in clinical psychology research. Journal of Clinical Child Psychology, 24(2), 184-187. Frick, P.J., Barry, C.T., & Kamphaus, R.W. (2009). Clinical assessment of child and adolescent personality and behavior. (3rd ed.). Heidelberg, London: Springer. Gimpel, G.A., & Holland, M.L. (2003). Emotional and behavioral problems of young children: Effective interventions in the preschool and kindergarten years. New York: The Guildford Press. Hersen, M. (Ed.). (2004). Comprehensive handbook of psychological assessment. New Jersey, USA: John Wiley & Sons, Inc. Kaplan, R.M., & Saccuzzo, D.P. (2009). Psychological testing: Principles, applications, and issues. (7th ed.). California, USA: Cengage Learning Inc. Knoff, H.M. (Ed.). (1986). The assessment of child and adolescent personality. New York: The Guildford Press. Konold, T.R., Walthall, J.C., & Pianta, R.C. (2004). The behavior of child behavior ratings: Measurement of the Child Behavior Checklist across time, informants, and child gender. Behavioral Disorders, 29(4), 372-376. Linn, R.L. (2006). The standards for educational and psychological testing: Guidance in test development. In S.M. Downing & T.M. Haladyna (Eds.), Handbook of test development (pp. 27-38). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Maurish, M.E. (Ed.). (2004). The use of psychological testing for treatment planning and outcomes assessment (Vol.3). Mahwah, New Jersey: Lawrence Erlbaum Associates. Sheridan, G. (2009). Child behavior checklist (CBCL). Retrieved from http://www.livestrong.com/article/35833-child-behavior-checklist-cbcl/ Smith, G. (2005). On construct validity: Issues of method and measurement. Psychological Assessment. 17(4), 396-408. doi. 10.1037/10403590174396 U.S Department of Health and Human Service. (n.d.). Internalizing/externalizing behavior problems: National Institute of Child Health and Human Development study of early child care and youth development. Retrieved from http://www.acf.hhs.gov/programs/opre/other_resrch/eval_data/reports/common_constructs/com_ch5_early_chldcre_ydev.html Vasen, D. (2006). Child Behavior Checklist. Retrieved from http://kids.lovetoknow.com/wiki/Child_Behavior_Checklist Watson, T.S., & Skinner, C.H. (Eds.). (2004). Encyclopedia of school psychology. New York: Kluwer Academic / Plenum Publishers. Weiner, I.B., & Goldstein, A.M. (Eds.). (2003). Handbook of psychology: Forensic psychology. (Vol. 11). Hoboken, New Jersey: John Wiley & Sons, Inc. Read More