Factorial dimensions of the Revised Behavior Problem Checklist: Replication and validation within a kindergarten sample

Abstract

The factor structure of the Revised Behavior Problem Checklist (RBPC) was examined in a large sample of suburban kindergarten children. Teacher-rated dimensions of Conduct Disorder, Attention Problems-Immaturity, Anxiety-Withdrawal, and Psychotic Behavior were closely replicated, and a new factor labeled Unmotivated-Isolated was also revealed. These principal components were consistent across gender and across subsamples of children differing as to risk status for learning failure. Evidence was found for the divergent validity of the externalizing dimensions of Conduct Disorder and Attention Problems-Immaturity with respect to criterion measures of alternative behavior ratings, cognitive functioning, and academic achievement. Parent-rated components of Conduct Disorder, Attention Problems-Immaturity, Hyperactive-Impatient, Tense-Withdrawn, Anxiety, and Passive-Conforming were less clearly validated, and parent-teacher agreement was modest. It was concluded that the RBPC shows promise for the assessment of preschool-aged children and that narrow-band externalizing dimensions of inattentive versus conduct-disordered behavior are reasonably distinct at this age.

Parent reported preschool attention deficit hyperactivity: measurement and validity

“…ADH is included in the general concept of Preschool Behaviour Disorder. A number of behaviour rating scales have been developed to measure preschool behaviour problems as a dimension (1,18,31). All of them contain items referring to ADH but, all contain only a limited number of items.…”

Perceived ecological congruence across family/school environments: Impact on the consistency of behavioral patterns and adaptation among children and youth

“…Illustratively, low levels of agreement between teacher and parent ratings are found even when steps are taken to minimize such potential measurement artifacts by ensuring that rating instruments: (a) possess acceptable levels of internal scale consistency and interobserver reliability for observations obtained (Achenbach et al, 1987); (b) assess parallel dimensions of child behavior in the home and the school (e.g., Hinshaw, Morrison, Carte, & Cornsweet, 1987); and (c) exhibit adequate criterion validity for both parent and teacher ratings of child adaptation (Kendall, Cantwell, & Kazdin, 1989; McConaughy, Achenbach, & Gent, 1988). Overall, these findings suggest that divergence between teacher and parent ratings of child adaptation may reflect actual differences in behavior at school and at home (Achenbach et al, 1987; Glow, 1980; McGuire & Richman, 1986; Sandberg, Rutter, &Taylor, 1978).…”

A systematic review of outcome measures used in forensic mental health research with consensus panel opinion

“…81 Good concurrent and divergent validity has been proven through relevant associations of the attention problems and inattention subscales with DSM-III criteria for attention deficit hyperactivity disorder and interaction/aggression. 79 The original factor structure of four major and two minor scales 80,82 was replicated with similar factors from a sample of 284 kindergarten children, who were at risk of psychopathology and also with 299 who were not at risk.…”

“…The four major and minor subscales have produced good internal consistency. 79,80 However, inter-rater reliability was not as robust with only mild to modest agreement between parent and teacher ratings. 79 Also, test-retest reliability was not good for longer time periods such as 17 months.…”

“…79,80 However, inter-rater reliability was not as robust with only mild to modest agreement between parent and teacher ratings. 79 Also, test-retest reliability was not good for longer time periods such as 17 months. 81 Good concurrent and divergent validity has been proven through relevant associations of the attention problems and inattention subscales with DSM-III criteria for attention deficit hyperactivity disorder and interaction/aggression.…”