The assessment of preschool children emotional and behavioural problems with CBCL / 1½-5 and C-TRF DSM-oriented scales
Table of Contents
Roma Jusienė
Saulė Raižienė
Published 2006-01-01
https://doi.org/10.15388/Psichol.2006..4285
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Keywords

behavioural and emotional problems
preschool children
DSM
CBCL/ 1½-5 and C-TRF methods
cross-informant agreement

How to Cite

Jusienė R., & Raižienė S. (2006). The assessment of preschool children emotional and behavioural problems with CBCL / 1½-5 and C-TRF DSM-oriented scales. Psichologija, 34, 44-56. https://doi.org/10.15388/Psichol.2006.4285

Abstract

This article provides further examination of the issue of the assessment of emotional and behavioural problems among preschool children. Researchers and, especially, practitioners in the area of children’s psychopathology often have to relate empirically based assessments to specific diagnostic categories. The application of CBCL/ 1½-5 and C-TRF methods (Achenbach and Rescorla, 2000) provides this possibility. The article analyses the mutual interrelations between the information on the emotional and behavioural problems among preschool children provided by various evaluators on the scales based on five diagnostic categories: pervasive developmental problems, attention deficit/hyperactivity, oppositional defiance, affective problems, and anxiety problems. The results show that the reliability of the scales based on diagnostic categories and their conformity among the evaluators generally correspond to the CBCL/1½-5 and C-TRF syndrome scales developed by means of factor analysis. In the assessment of mothers and teachers, attention deficit/hyperactivity is more typical to boys than girls. In the assessment of teachers, the scale ratings of oppositional defiance of boys are also greater than those of the girls. However, the internal consistency of the scales based on diagnostic categories is generally somewhat greater than that of the syndrome scales developed by means of factor analysis. The scales based on CBCL / 1½-5 and C-TRF diagnostic categories may facilitate the initial psychological assessment of a preschool child. The article also discusses the limitations of the application of these scales.

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