The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

Edelbrock, Craig; Achenbach, Thomas M.

doi:10.1037/0022-006x.52.2.207

Cited by 261 publications

(106 citation statements)

References 20 publications

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“…The information on delinquent behaviors was based on the boys' SelfReported Delinquency Scale (SRD; Elliott, Huizinga, & Ageton, 1985) and the Antisocial Behavior Scale (Loeber, Stouthamer-Loeber, van Kammen, & Farrington, 1989), the caretakers' Child Behavior Check List (CBCL; Achenbach, 1978;Achenbach & Edelbrock, 1979, and the teachers' Teacher Report Form (TRF; Edelbrock & Achenbach, 1984). For boys in the oldest sample, the Youth Self Report (YSR; Achenbach & Edelbrock, 1987) was also used.…”

Section: Methodsmentioning

confidence: 99%

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Stouthamer‐Loeber¹,

Loeber²,

Wei³

et al. 2002

Journal of Consulting and Clinical Psychology

293

263

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Risk and promotive effects were investigated as predictors of persistent serious delinquency in male participants of the Pittsburgh Youth Study (R. Loeber, D. P. Farrington, M. Stouthamer-Loeber, & W. B. van Kammen, 1998), living in different neighborhoods. Participants were studied over ages 13-19 years for the oldest sample and 7-13 years for the youngest sample. Risk and promotive effects were studied in 6 domains: child behavior, child attitudes, school and leisure activities, peer behaviors, family functioning, and demographics. Regression models improved when promotive effects were included with risk effects in predicting persistent serious delinquency. Disadvantaged neighborhoods, compared with better neighborhoods, had a higher prevalence of risk effects and a lower prevalence of promotive effects. However, predictive relations between risk and promotive effects and persistent serious delinquency were linear and similar across neighborhood socioeconomic status.

show abstract

Section: Methodsmentioning

confidence: 99%

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Stouthamer‐Loeber¹,

Loeber²,

Wei³

et al. 2002

Journal of Consulting and Clinical Psychology

293

263

View full text Add to dashboard Cite

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“…Teachers completed an extended version of the Teacher Report Form (TRF; Edelbrock & Achenbach, 1984), complementary to the CBCL. Information from these three sources was combined to create an antisocial behavior risk index.…”

Section: Methods Samplementioning

confidence: 99%

“…Data on delinquency were collected from parent reports (CBCL, Lifetime Scale; Achenbach & Edelbrock, 1983), teacher reports (TRF; Edelbrock & Achenbach, 1984), and self-reports (Self-Reported Antisocial behavior Scale; Loeber, Stouthamer-Loeber, Van Kammen, & Farrington, 1989;SRD;Elliott, Huizinga, & Ageton, 1985) at each study contact. These measures were combined, and classified into a number of levels of delinquency seriousness at each phase (see Loeber et al, 1998, for details).…”

Section: Delinquency Seriousnessmentioning

confidence: 99%

Untitled

Maughan

Rowe

Loeber

et al. 2003

Journal of Abnormal Child Psychology

150

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Although reading difficulties show well-established overlaps with disruptive behavior disorders in childhood, much less is known about reading-disabled children's vulnerability to emotional difficulties. Using longitudinal data from 6 assessments of boys in the Pittsburgh Youth Study, we found robust links between severe, persistent reading problems and increased risk for depressed mood in a community sample of boys aged 7 and 10 years at initial assessment, though not in those who had already entered their teens. These associations could not be accounted for in terms of selected family risks or comorbid disruptive behaviors; instead, the pattern of the findings pointed to the existence of more direct causal processes whereby reading problems influence younger boys' risk of depressed mood.

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“…At ages 16.5 and 17.5, primary caretakers and teachers completed the Achenbach Child Behavioral Checklist (Achenbach and Edelbrock 1983;Edelbrock and Achenbach 1984). Fourteen items assessing hyperactivity, impulsivity, and attention problems (e.g., is impulsive or acts without thinking, behaves irresponsibly, is inattentive, is daring) were combined to form a composite scale that measured hyperactivity, impulsivity, and attention problems (hereafter referred to as impulsivity).…”

Section: White Et Al / Illegal Acts Under the Influence 137mentioning

confidence: 99%

Illegal Acts Committed by Adolescents Under the Influence of Alcohol and Drugs

White¹,

Tice²,

Loeber³

et al. 2002

Journal of Research in Crime and Delinquency

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This study examined the proximal effects of alcohol and drug use on adolescent illegal activity. Four years of longitudinal data from the Pittsburgh Youth Study were analyzed for 506 local male adolescents. Participants reported committing offenses against persons more often than general theft under the influence of alcohol or drugs. Aggressive acts were more often related to self-reported acute alcohol use than to marijuana use. Those who reported committing illegal acts under the influence reported committing offenses with other people and being arrested more often than those who did not. Offenses under the influence were more prevalent among heavier alcohol and drug users, more serious offenders, more impulsive youth, and youth with more deviant peers. There were no significant interaction effects of alcohol and drug use with impulsivity or deviant peers in predicting whether illegal acts were committed under the influence. The association between drug use and illegal activity during adolescence is complex.

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The teacher version of the Child Behavior Profile: I. Boys aged 6–11.

Cited by 261 publications

References 20 publications

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Untitled

Illegal Acts Committed by Adolescents Under the Influence of Alcohol and Drugs

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