Epidemiological Comparisons of American and Dutch Children: I. Behavioral/Emotional Problems and Competencies Reported by Parents for Ages 4 to 16

Achenbach, Thomas M.; Verhulst, Frank C.; Baron, Geneviève; Akkerhuis, Grard W.

doi:10.1097/00004583-198705000-00006

Cited by 121 publications

(67 citation statements)

References 4 publications

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“…Both the instrument and the resulting classification are reliable and valid for the Dutch population (Achenbach, Verhulst, Baron, & Akkerhuis, 1987;Verhulst, 1985). Task I: Intuitive clustering oft he original CBCL symptoms.…”

Section: Tasksmentioning

confidence: 99%

Intuitive and empirical prototypes in childhood psychopathology.

Krol¹,

Bruyn²,

Bercken³

1995

Psychological Assessment

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This study examines the validity of intuitive classifications of experienced diagnosticians, that is, the empirical foundation of their intuitive prototypes. Intuitive prototypes of 10 experienced diagnosticians were collected in two tasks and were compared with the empirically based assessment system of T. M. Achenbach (T. M. Achenbach, K. C. Conners, H. C. Quay, F. C. Verhulst, & C. T. Howell, 1989). Results show that the intuitive prototypes correspond very poorly with the empirical core syndromes, instead consisting of different groups of symptoms from various core syndromes. The study also showed a low similarity between behaviors that clinicians judge as co-occurring with an incompletely specified syndrome and behaviors that empirically co-occur with that syndrome. Reasons for the difference between intuitive prototypes and empirically derived classification structures are discussed, as are consequences for diagnostic practice.Research on intuitive prototypes in psychopathology has demonstrated that the prototype view corresponds to how clinicians actually think about and use diagnostic categories (Cantor, Smith, French, & Mezzich, 1980). Prototypes can be regarded as classes or categories in which features are organized. In the prototype view of classification, category membership is a matter of degree. In the domain of child psychopathology this means that problem behaviors can be more or less typical for a particular prototype. According to Chan and Jackson (1982), intuitive prototypes or implicit personality theories arise from the observation of co-occurrences of behaviors. Therefore, they reflect the distribution of traits in people and provide a relatively valid foundation for the judgement of specific targets.The issue of whether these intuitive prototypes reflect reality has been raised (

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Section: Tasksmentioning

confidence: 99%

Intuitive and empirical prototypes in childhood psychopathology.

Krol¹,

Bruyn²,

Bercken³

1995

Psychological Assessment

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“…However, cross-cultural differences on several of these items have been larger than on the problem items or school-related competence items, suggesting that their value for treatment research is more culture-specific (Achenbach, Bird, et al, 1990;Achenbach, Verhulst, Baron, & Akkerhuis, 1987;Achenbach, Hensley, Phares, & Grayson, 1990;Stanger, Fombonne, & Achenbach, 1994).…”

Section: Competenciesmentioning

confidence: 99%

Diagnosis, assessment, and comorbidity in psychosocial treatment research

Achenbach

1995

J Abnorm Child Psychol

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This paper identifies problems in prevailing terminology and conceptual models that may hinder research on treatment. To avoid the multiple meanings of diagnosis, the term assessment is used in reference to identifying the distinguishing features of individual cases, while taxonomy is used to designate the grouping of cases according to their distinguishing features. Treatment research requires clear specification of the behavioral/emotional problems and competencies targeted for intervention. Artifactual comorbidity can be avoided by specifying treatment targets at several levels, including competencies, specific problems, syndromes, profiles of syndrome scores, and global problem scores. To select subjects for treatment research and to evaluate outcomes, multisource data can be coordinated by using a cross-informant computer program, taxonomic decision tree, and averaging of multisource standard scores.

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“…Results for the 120 separate ANOVAs of problem items by age, sex, SES, and country are presented in Table 2 in the form used by Achenbach et al (1987) for comparing American and Dutch data. was statistically significant at p -< 0.01.…”

Section: Individual Behaviour Problem Scoresmentioning

confidence: 99%

“…As reported by Achenbach et al (1987), the CBCL was also used in epidemiological studies conducted in the French speaking part of Canada and in Chile. In the comparison of the results for 6-11 year-olds (the only age group in the Chilean study), the most striking finding was that the French Canadian and Chilean samples of children scored significantly higher on the total problem scale than the American and Dutch children.…”

Section: Introductionmentioning

confidence: 99%

Psychological problems of school-age German and Greek children: A cross-cultural study

Tsiantis

Motti‐Stefanidi

Richardson

et al. 1994

European Child & Adolescent Psychiatry

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This study investigated psychological problems of 466 Greek and 790 German non-referred, non-migrant children aged 6-11 years using the Child Behavior Checklist. Comparisons between the two countries on the total behaviour problem scores, the total number of positive codings, the externalizing and internalizing scales and the social competence scales revealed a number of cultural differences. Greek children displayed consistently higher problem scores and lower scores on social and activities competence scores than the German children with the one exception of school competence. These results are discussed in relation to different intercultural attitudes, meanings and expectations of parents on their children.

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Epidemiological Comparisons of American and Dutch Children: I. Behavioral/Emotional Problems and Competencies Reported by Parents for Ages 4 to 16

Cited by 121 publications

References 4 publications

Intuitive and empirical prototypes in childhood psychopathology.

Intuitive and empirical prototypes in childhood psychopathology.

Diagnosis, assessment, and comorbidity in psychosocial treatment research

Psychological problems of school-age German and Greek children: A cross-cultural study

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