Child Behavior Checklist 4-18

Child Behavior Checklist/4-18 Checklist/4-18 Achenbach, T. M. 1991 Description of Measure Purpose

To obtain caregivers' reports of children's competencies a nd behavior problems in a standardized format.

Conceptual Organization

The Child Behavior Checklist/4-16 (CBCL/4-16) was the first of what has become a multiaxial empirically based set of measures for assessing children from parent-, teacher-, and self-reports. In 1991, The CBCL/4-16 was re-normed to include children up to 18 years of age (becoming CBCL/4-18), and eight cross-informant c ross-informant constructs were identified to facilitate direct comparison between problem behavior scores on the CBCL, the Teacher Teach er Report Form (TRF), and the Youth Self-Report Form (YSR) (Achenbach, 1991). All three instruments include measurement of th e following eight constructs or syndromes: Social Withdrawal, Somatic Complaints, Anxiety/Depression, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior, and Aggressive Behavior. The CBCL is the only measure that contains the Sex Problems scale. In addition to focusing on a child’s behavior as defined by one of the eight syndrome scales, the CBCL, TRF, and YSR also allow the examination of two broad groupings of syndromes: Internalizing Problems and Externalizing Problems. Internalizing Problems combines the Social Withdrawal, Somatic Complaints, and Anxiety/Depression scales, while Externalizing combines the Delinquent Behavior and Aggressive Behavior scales. The three corollary instruments also contain sections addressing the area o f social competence in order to determine which reported competencies discriminate between those children who are adapting successfully and those who are not. The CBCL/4-18 CBC L/4-18 contains 20 competence items grouped into 3 scales (Activities, Social, and School).

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A version of the CBCL/4-18, for 2 to 3 year olds (CBCL/2-3) has also been developed (see CBCL/2-3) (Achenbach, 1992; Achenbach, Edelbrock, & Howell, 1987).

Item Origin/Selection Process

Items were derived from research and consultation with professionals and parents, and revisions were based on the findings of numerous pilot studies. The “crossinformant” syndromes (CBCL, TRF, YSR) were obtained from evaluation of multiple principal components analyses using 89 items common to all three forms. For a complete description of item derivation for the CBCL, see the Manual for the Child Behavior Checklist/4-18 and 1991 Profile (hereafter referred to as the Manual) (Ach enbach, 1991).

Materials

Manual, forms, and computerized scoring programs, available from the publisher.

Time Required

Twenty-five to thirty minutes.

Administration Method

The CBCL is designed to be completed independently by the caregiver. It requires only fifth grade reading ability. The form can also be administered orally by an interviewer who records the caregiver’s answers. There are several items for which the respondent is asked to elaborate about an endorsed behavior in order to avoid improper scoring.

Training

Requires thorough familiarity with the Manual, especially with the cautions related to commonly misinterpreted items (Manual, p. 13, pp. 249-250).

Scoring Score Types

Items are coded from 0 to 2 and instructions for hand scoring the instrument are rev. 10/30/02

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provided in Appendix A of the Manual. Total scores may be computed for Social Competence , Behavior Problems, Internalizing Problems, Externalizing Problems, and Sex Problems, plus scores for each of the 8 syndrome scales. The Total Problem score is computed by summing all items on pages 3 and 4 of the CBCL, except items 2, “Allergy” and 4, “Asthma.” The problem scales are not scored if data for more than 8 items are missing, not counting items 2, 4, 56h, and 113 (See Manual, Appendix A). If a respondent circles two numbers for a behavior problem item, the item is assigned a score of “1”. Raw scores can be converted to age-standardized scores (T scores having a mean = 50 and SD = 10) that can be compared with scores obtained from normative samples of children within the same broad age range. A minimum T score of 50 is assigned to scores that fall at midpoint percentiles of ≤50 on the competence scale and the 8 syndrome scales to permit comparison of standardized scores across scales. Raw scores on these scales will therefore reflect greater differentiation among non-deviant subjects than T scores. The authors recommend that raw scores rather than T scores be used for statistical analyses using the syndrome and competence scales. T scores are not truncated for the Internalizing, Externalizing and Total Problems scales, however; therefore, T scores should be used in statistical analyses for these scales.

Score Interpretation

For the syndrome scales, T scores less than 67 are considered in the normal range, T scores ranging from 67-70 are considered to be borderline clinical, and T scores above 70 are in the clinical range. Because items in the Sexual Problems syndrome scale have low prevalence rates, this scale does not lend itself to the specification of normal, borderline, and clinical ranges. However, the T score can provide a guideline as to whether the child is scoring low or high relative to a normative sample of peers. For Total Problems, Externalizing Problems, and Internalizing Problems, T scores less than 60 are considered in the normal range, 60-63 represent borderline scores, and scores greater than 63 are in the clinical range.

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Norms and/or Comparative Data

The CBCL/4-18 was normed on a sample of 2,368 non-handicapped 4 to 18 year old children. (Norming of school related items excluded preschool-aged children (n = 252).) The sample was chosen to be representative of children in the 48 contiguous states with respect to SES, ethnicity, region, and urban/suburban/rural residence. None of the children in the sample had received mental health services or special remedial school classes in the 12 months preceding assessment with the CBCL/4-18. Data were obtained from caregivers in a home interview. See Manual for gender and age-specific tables.

Psychometric Support Reliability

Test-retest reliability assessment (over a 7-day period), conducted by the author with 24 boys and 29 girls age 4-11, resulted in correlation coefficients of .87 for the Social Competence scale, and .89 for the Behavior Problems Scale. Inter-parent agreement was examined using samples of 182 boys and 141 girls age 4-11, and 156 boys and 120 girls age 12-18. These correlations were also high, ranging on average from .74 .78 for the Social Competence scales, and from .65 - .75 on average for the Behavior Problems scales. Cronbach’s alpha values for the different scales ranged fro m .46 on the Activities subscale to .93 on the Externalizing subscale for bo ys age 4-11 (N = 582), and from .54 on the Activities subscale to .93 on the Externalizing subscale for girls age 4-11 (N = 619). Among the eight syndromes, Cronbach’s alpha values ranged from .62 to .92 for boys age 4-11 and from .66 to .92 for girls age 4-11.

Validity

Evidence for content, construct, and criterion-related validity is well documented. Construct validity was assessed by correlating CBCL scale scores with scores from the closest counterpart scales of the Conners (1973) Parent Questionnaire and with the Quay-Peterson (1983) Revised Behavior Problem Checklist , obtained from a sample of 60 clinically referred 6- to 11-year-olds. The correlations between the CBCL and the Conners syndrome scales ranged from .59 to .86. The correlations between the CBCL and the Quay-Peterson syndrome scales were similar, ranging from .59 to .88. See Chapter 6 rev. 10/30/02

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in Manual for additional details.

LONGSCAN Use Data Points

Ages 4, 6, 8, 10, 12 & 14

Respondent

Primary maternal caregiver.

Mnemonic and Version

Age 4 and Age 6: CBBA. Age 8: CBB. Administration of Social Competence items was optional by site; see Administration and Scoring Notes below. CBC. Screener questions were modified slightly to accommodate the computer-administered format, e.g., if caregiver responds to the question about “what sports {CHILD} likes to take part in” with “none” , the screener question, “any sport?” is answered NO and the computer skips to the next question topic. Also for question 2 of the Social Competence section, "Is your child in a special class or special school?", an interviewer instruction is added (to facilitate proper s coring), specifying remedial, behavioral, or LD classes ONLY. Age 10: CBC. Social Competence administered at all sites. Age 12 & 14: CBBD. The form version was changed due to a change in the data entry system.

Rationale

The CBCL is one of the most commonly used measures of child psychopathology. It also provides parallel versions for Teacher Report and Youth SelfReport, meeting the need for multiple informants. Furthermore, versions are available to assess our sample at every time point from age 2 to young adulthood. Finally, the CBCL has been normed on a national sample.

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Administration and Scoring Notes

LONGSCAN administered the Social Competence items at Age 4 and at Age 6. At Age 8, the Social Competence section was administered at the discretion of sites for the first time. The MW, NW and SW sites chose to collect th e Social Competence data at Age 8, while the EA and SO sites did not. The author’s computerized scoring program was used to generate T scores.

Results Descriptive Statistics

Table 1 displays the means and standard deviations on the CBCL Total Problem, Internalizing, and Externalizing scores for the Age 6 interview, by child’s race and study site. Table 1 also includes the percentage of children at or above Borderline Clinical Range (T ≥ 60), by child’s race and study site. At the Age 6 Interview, overall scores are highest on the Externalizing Problems scale, which also includes the highest percentage (32.3%) of children who are at or above the Borderline Clinical Range. Multiracial children had the highest mean scores for Total Problems and Externalizing Problem Scores. The Multiracial children tended to score in the clinical range for all three scales more often than did children in the other racial groups. The NW and SW sites had higher mean scores than the other sites for Externalizing Problems (Table 1) as well as the largest percentage (39.3% and 38.9% respectively) of children at or above the Border Clinical Range. The SO sample had higher Internalizing Problems scores (26.2% were in Clinical Range), perha ps attributable, in part, to the fact that the SO site's children were approximately a year older than children at the other sites at the time of this interview. Table 1 about here

Table 2 displays the means and standard deviations on the Syndrome Scales and the percentage of children at or above Borderline Clinical Range (T ≥ 60) for the Age 6 interview, by child’s race and study site. On the syndromes, the LONGSCAN children demonstrated the fewest problems in the areas of depression, somatic complaints, and thought problems. The SO site had higher pe rcentages of children in the clinical range on rev. 10/30/02

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Social Withdrawal and Social Problems. Overall, the biggest problem areas were Aggressive Behavior and Delinquent Behavior, with more than three times the number of children rated in the clinical range than would be expected in a normal population. Among the five sites, the NW site had the highest number of children in the clinical range for these two scales. Table 2 about here

Table 3 displays the means and standard deviations along with the percentage of children at or above Borderline Clinical Range (T ≥ 60) on the overall scores, for the Age 8 interview. As at Age 6, overall scores at the Age 8 interview are highest on the Externalizing Problems scale. The percentage of children in the clinical range for Total Problems and Externalizing Problems remained stable between the Age 6 and Age 8 interviews at around 32% (twice the rate expected in a normal population). Multiracial children had the highest mean scores for Total Problems and Externalizing Problem Scores. The Multiracial children tended to score in the clinical range for all three scales more often than did children in the other racial groups. White children were most likely to score in the borderline or clinical range on the internalizing scale. The NW and SW sites had higher mean scores than the other sites for Externalizing Problems as well as the largest percentage (43.2% and 37.1% respectively) of children at or above the Border Clinical Range. The NW sample had higher Internalizing Problems scores (29.3% were in Clinical Range). Between the Age 6 and Age 8 interviews, the number of children with Internalizing Problems increased from around 19% to 21%. The largest increase was observed for white children. Between interview points, all sites but the EA showed an increase in the number of children with Internalizing Problems. Table 3 about here

Table 4 displays the means and standard deviations on the Syndrome Scales and the percentage of children at or above Borderline Clinical Range (T ≥ 60) for the Age 8 interview. At the Age 8 interview, the biggest problem areas were Delinquent Behavior rev. 10/30/02

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and Attention Problems, with more than three times the n umber of children rated in the clinical range than would be expected in a normal population. Among the five sites, the NW site had the highest number of children in the clinical range for delinquent behavior (25.2%) and the SW site had the highest number of children in the clinical range for attention problems (25%). Table 4 about here

Table 5 displays the means and standard deviations along with the percentage of children at or above Borderline Clinical Range (T ≥ 60) on the broadband scales, for the Age 10 interview. Compared to Age 8, overall scores at the Age 10 interview are slightly lower for the Externalizing and Total Problem scores. As at the Age 8 interview, multiracial children had the highest mean scores for Total Problems and Externalizing Problem Scores at the Age 10 interview. The Multiracial children tended to score in the clinical range for all three scales more often than did children in the other racial groups. White children still had the highest percentage scoring in the borderline or clinical range on internalizing problems. The SW site had the largest percentage (35.2%, 35.5%, and 27.8% respectively) of children scoring at or above the Border Clinical Range on all three scales. Table 5 about here

Table 6 displays the means and standard deviations on the Syndrome Scales and the percentage of children at or above Borderline Clinical Range (T ≥ 60) for the Age 10 interview. As was the case at the Age 8 interviews, the biggest problem areas were Delinquent Behavior and Attention Problems, with more than three times the number of children rated in the clinical range than would be expected in a normal population. Among the five sites, the SW site had the highest number of children in the clinical range for these two scales (24.5 % and 27.5% respectively). Also, the percentage scoring in the borderline or clinical range on the social problems scale increased from 11.4% at Age 8 to 15.6% at Age 10. There were substantial increases in social problems scores for White children at the SW and NW sites.

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Publisher Information

University Associates in Psychiatry 1 South Prospect Street Burlington, VT 05401-3456 (802) 656-8313

References and Bibliography

Achenbach, T. M. (1991). Manual for Child Behavior Checklist/ 4-18 and 1991 Profile. Burlington, VT: University of Vermont, Dept. of Psychiatry.

Achenbach, T. M. (1992). Manual for Child Behavior Checklist/ 2-3 and 1992 Profile. Burlington, VT: University of Vermont, Dept. of Psychiatry.

Achenbach, T. M., Edelbrock, C., & Howell, C. (1987). Empirically-based assessment of the behavioral/ emotional problems of 2-3 year old children. Journal of Abnormal Child Psychology, 15, 629-650.

Achenbach. T. M., & Edelbrock, C. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged 4- 16. Monographs of the Society for Research in Child Development, 46, (88).

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Table 1. T Scores and Percentage of Children at or above Borderline Clinical Range (T ≥ 60) on Total Problems, Externalizing, & Internalizing Scales by Race and Study Site. Age 6 Interview Total Problems Total Race White Black Hispanic Multiracial Other Site EA MW SO SW NW

Externalizing Problems

Internalizing Problems

N 1217

M (SD) 54.38 (10.87)

% 31.1

M (SD) 55.33 (10.88)

% 32.3

M (SD) 50.95 (9.87)

% 19.7

317 653 88 145 14

55.77 53.39 53.88 56.13 54.14

37.5 26.7 25.6 37.9 28.6

56.49 54.49 54.84 57.14 53.07

36.6 28.5 35.2 40.0 14.3

52.39 50.03 50.50 52.14 51.71

24.9 16.7 17.1 22.8 28.6

28.8 25.7 26.2 39.4 38.9

49.12 (8.98) 49.96 (9.32) 52.64 (10.46) 51.25 (10.23) 51.85 (9.93)

(11.18) (10.66) (10.50) (11.23) (6.97)

250 52.82 (10.66) 26.0 218 51.75 (10.13) 22.5 218 54.70 (11.25) 31.7 297 56.19 (10.81) 36.4 234 55.91 (10.84) 37.2

(10.97) (10.80) (10.76) (11.00) (8.00)

54.17 (11.26) 52.84 (10.19) 54.12 (10.81) 57.44 (10.55) 57.35 (10.80)

(10.39) (9.57) (8.84) (10.30) (9.51)

Source. Based on data received at the LONGSCAN Coordinating Center through 6/21/02.

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13.6 17.4 26.2 19.9 22.2

Table 2. T Scores and Percentage of Children at or above Borderline Clinical Range (T ≥ 60) on Selected Syndromes by Race and Study Site. Age 6 Interview

Total Race White Black Hispanic Multiracial Other Site EA MW SO SW NW


N 1217

Anxious/ Depressed M (SD) % 53.98 (6.29) 5.3

Withdrawn

Social Problems M (SD) % 55.91 (7.38) 11.6

Somatic Complaints M (SD) % 54.23 (5.80) 5.9

M (SD) 55.28 (6.66)

% 7.0

317 653 88 145 14

55.05 (6.95) 53.31 (5.60) 53.43 (5.40) 54.90 (7.80) 55.00 (5.26)

7.6 3.7 3.4 9.0 --

55.98 (7.02) 54.93 (6.41) 54.58 (6.76) 55.82 (6.62) 54.43 (8.27)

8.5 6.3 5.7 6.9 14.3

56.42 (8.04) 55.54 (7.07) 55.80 (6.93) 56.26 (7.56) 58.57 (6.63)

55.01 (5.95) 53.97 (5.71) 53.35 (5.52) 54.25 (5.90) 53.64 (6.05)

250 218 218 297 234

52.76 (4.93) 53.19 (5.30) 54.97 (6.82) 54.54 (6.71) 54.39 (7.09)

2.4 3.7 6.9 7.1 6.0

54.27 (5.51) 4.0 55.16 (6.87) 8.0 53.74 (5.47) 55.14 (6.28) 6.4 54.55 (6.06) 5.5 53.36 (5.12) 56.37 (7.55) 10.6 56.98 (8.04) 13.8 55.25 (6.41) 54.92 (6.80) 6.7 56.24 (7.72) 14.5 54.27 (5.93) 55.91 (6.91) 7.7 56.56 (7.72) 15.4 54.54 (5.84)

N 1217

Thought Problems M (SD) % 54.59 (6.97) 8.9

Aggressive Behavior M (SD) % 57.81 (8.91) 17.0

Delinquent Behavior M (SD) % 56.90 (7.65) 18.1

Attention Problems M (SD) % 56.79 (8.25) 13.5

317 653 88 145 14

54.74 (7.13) 54.55 (6.83) 53.68 (6.05) 55.17 (7.93) 52.64 (4.60)

9.8 8.6 5.7 11.0 --

58.85 (9.40) 57.16 (8.70) 57.00 (7.83) 59.20 (9.31) 55.43 (5.72)

20.2 14.2 15.9 24.1 7.1

57.24 (7.59) 56.40 (7.61) 57.80 (7.72) 58.23 (7.94) 53.29 (5.08)

18.3 16.5 20.5 24.1 7.1

58.01 (8.66) 53.23 (6.95) 57.78 (8.31) 57.22 (8.74) 54.64 (4.60)

250 218 218 297 234

55.31 (7.29) 52.23 (4.69) 53.85 (6.96) 56.48 (7.75) 54.30 (6.65)

11.2 2.8 6.9 12.8 9.0

57.23 (9.12) 55.89 (7.10) 56.81 (8.41) 59.17 (9.48) 59.42 (9.43)

15.2 10.6 12.8 22.2 22.2

55.97 (7.75) 55.44 (6.70) 56.34 (7.48) 58.26 (7.96) 58.04 (7.75)

14.4 55.28 (7.83) 13.3 54.66 (7.15) 14.7 57.90 (8.31) 22.6 58.78 (8.85) 23.9 56.84 (8.09)

14.5 9.7 10.2 14.5 14.3


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6.6 5.7 4.6 6.2 7.1 4.0 4.1 8.3 7.1 6.0

16.1 11.6 20.5 13.1 -10.4 8.7 15.1 18.2 13.7

Table 3. T Scores and Percentage of Children at or above Borderline Clinical Range (T ≥ 60) on Total Problems, Externalizing, & Internalizing Scales by Race and Study Site. Age 8 Interview Total Problems Total Race White Black Hispanic Multiracial Other Site EA MW SO SW NW



N 1090

M (SD) 53.18 (11.48)

% 30.4

M (SD) 54.34 (11.44)

% 31.9

M (SD) 51.69 (10.71)

% 21.7

286 586 72 132 14

56.08 52.36 53.43 56.00 49.43

37.4 25.3 25.0 42.4 14.3

56.14 53.07 52.61 57.32 51.43

37.1 27.5 23.6 46.2 21.4

53.90 50.40 52.32 52.62 48.93

30.8 16.7 23.6 25.8 --

34.3 21.7 17.5 37.1 43.2

50.71 (9.67) 50.01 (10.18) 50.38 (11.08) 52.38 (11.18) 54.34 (10.77)

(11.27) (11.17) (10.64) (12.73) (10.44)

233 53.32 (10.79) 27.9 180 50.01 (11.11) 20.6 183 51.57 (11.24) 20.8 272 55.72 (11.66) 36.8 222 56.92 (11.23) 41.0

(10.75) (11.32) (11.33) (12.57) (10.19)

53.98 (11.34) 50.92 (11.09) 51.22 (10.84) 56.52 (11.53) 57.39 (10.83)

(11.18) (10.21) (10.10) (11.62) (7.25)


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16.7 17.2 18.0 25.4 29.3




N 1090


Withdrawn



M (SD) 55.70 (7.20)

% 9.2

286 586 72 132 14

56.49 (8.01) 53.62 (6.01) 55.00 (7.08) 56.18 (8.15) 52.50 (3.35)

11.5 5.1 6.9 12.9 --

56.44 (7.84) 55.26 (6.80) 56.07 (8.09) 56.11 (7.06) 53.36 (4.85)

11.9 8.0 9.7 9.1 --

57.50 (8.86) 55.79 (7.51) 56.63 (7.38) 58.13 (9.21) 55.36 (7.01)

13.3 9.0 13.9 16.7 7.1

55.97 (6.85) 54.45 (6.31) 53.64 (5.27) 54.92 (6.53) 52.86 (4.20)

233 180 183 272 222

53.12 (5.41) 53.92 (6.21) 54.32 (6.88) 55.71 (7.74) 56.33 (7.87)

3.4 5.6 7.1 10.3 11.7

55.45 (6.47) 5.6 54.53 (6.48) 7.2 55.38 (7.61) 9.3 56.14 (7.93) 11.8 56.65 (7.08) 11.3

55.78 (7.30) 54.73 (6.82) 56.03 (7.84) 57.47 (8.87) 58.23 (8.80)

7.7 7.8 9.8 14.3 15.8

54.92 (6.39) 54.06 (5.27) 53.99 (6.70) 54.48 (6.40) 56.47 (6.89)

1090




Attention Problems M (SD) % 57.55 (8.97) 16.7

N

286 586 72 132 14

54.09 (6.40) 54.51 (6.71) 53.39 (7.07) 54.46 (7.33) 53.71 (4.75)

6.3 8.4 9.7 10.6 --

58.33 (9.11) 56.30 (8.28) 55.72 (7.81) 59.82(10.73) 54.79 (6.66)

57.35 (7.62) 56.29 (7.52) 57.24 (8.35) 59.30 (8.55) 53.93 (4.57)

17.1 14.9 18.1 31.8 --

58.98 (9.39) 56.53 (8.24) 58.10 (9.65) 59.11(10.40) 53.36 (6.25)

233 180 183 272 222

56.46 (7.69) 51.74 (4.63) 52.66 (5.18) 55.32 (7.44) 54.26 (6.22)

12.5 1.7 3.8 12.1 7.2

56.93 (8.09) 13.3 54.99 (7.29) 10.0 55.25 (8.50) 9.8 58.69(10.11) 19.1 59.06 (8.84) 21.6

56.94 (7.49) 55.28 (7.03) 54.51 (6.36) 58.49 (8.40) 58.52 (8.09)

15.9 56.73 (8.15) 11.1 54.62 (7.53) 7.7 56.99 (8.87) 23.5 59.43 (9.73) 25.2 58.95 (9.23)

17.8 12.0 11.1 27.3 14.3


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11.2 6.0 5.6 7.6 -5.6 3.9 8.2 8.5 10.4

20.6 13.7 20.8 21.2 -13.7 8.9 13.7 25.0 18.5

Table 5. T Scores and Percentage of Children at or above Borderline Clinical Range (T ≥ 60) on Total Problems, Externalizing, & Internalizing Scalesby Race and Study Site. Age 10 Interview Total Problems Total Race White Black Hispanic Multiracial Other Site EA MW SO SW NW



N 861

M (SD) 52.45 (12.49)

% 28.2

M (SD) 53.26 (11.95)

% 29.3

M (SD) 51.07 (11.41)

% 22.9

254 423 59 111 13

54.04 50.66 53.15 55.63 49.15

31.9 23.9 27.1 39.6 7.7

53.81 52.22 52.02 57.06 49.69

28.0 27.9 22.0 44.1 7.7

53.06 49.37 51.76 52.70 50.46

28.7 18.9 20.3 27.0 15.4

24.3 21.2 20.1 35.5 34.4

48.81 (9.69) 46.33 (11.40) 48.63 (12.19) 53.20 (11.02) 53.26 (11.24)

(12.36) (12.36) (11.33) (13.05) (11.77)

136 49.94 (10.56) 20.6 66 46.06 (13.04) 15.2 174 48.63 (13.05) 20.1 273 55.56 (12.06) 35.2 212 55.18 (11.65) 34.9

(11.75) (12.07) (10.71) (12.22) (9.14)

51.25 (10.65) 48.65 (11.49) 49.75 (12.99) 55.86 (11.85) 55.50 (10.80)

(12.00) (10.95) (10.70) (11.40) (11.11)


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14.7 13.6 20.7 27.8 26.4



N 861


Withdrawn % 9.3



M (SD) 55.29 (7.13)

254 423 59 111 13

56.23 (8.53) 53.57 (6.11) 54.98 (6.44) 55.61 (8.35) 53.54 (9.28)

12.2 5.2 8.5 11.7 7.7

55.94 (7.44) 54.63 (6.62) 56.41 (8.79) 55.76 (7.20) 55.00 (7.65)

10.2 7.6 15.3 10.8 7.7

58.05 (9.60) 55.61 (8.73) 56.92 (7.99) 58.19 (8.22) 56.54 (8.01)

20.9 11.6 16.0 18.0 15.4

56.23 (7.48) 54.78 (6.70) 53.56 (4.94) 56.02 (8.20) 55.92 (7.12)

9.8 9.2 3.4 13.5 15.4

136 66 174 273 212

52.74 (5.28) 53.11 (5.51) 53.91 (6.84) 55.63 (7.76) 55.95 (8.42)

3.7 3.0 7.5 10.3 11.3

53.99 (5.81) 53.29 (6.10) 54.66 (7.10) 56.07 (7.36) 56.25 (7.67)

6.6 7.6 8.6 10.6 10.4

54.56 (7.72) 53.85 (6.46) 54.94 (8.47) 58.27 (9.77) 58.65 (8.78)

8.1 7.6 10.3 20.9 20.3

54.69 (6.43) 53.06 (5.38) 54.32 (7.22) 55.98 (7.86) 56.35 (6.51)

8.8 3.0 9.2 12.1 9.4

N



Attention Problems M (SD) % 57.76 (9.32) 18.8 59.31 (9.54) 56.18 (8.43) 59.27 (9.74) 59.82 (10.96) 54.23 (6.51)

Total Race White Black Hispanic Multiracial

861


254 423 59 111

54.03 (7.1) 53.21 (5.89) 55.15 (7.57) 55.46 (8.17)

8.3 4.3 6.9 12.6

56.86 (9.23) 56.01 (8.61) 54.95 (6.56) 59.73 (10.89)

13.4 12.8 8.5 24.3

56.69 (8.53) 56.41 (8.15) 56.54 (7.47) 58.70 (8.42)

19.7 18.2 17.0 24.3

Other Site EA MW SO SW NW

13

52.85 (7.19)

7.7

53.23 (6.56)

7.7

53.15 (4.93)

7.7

136 66 174 273 212

52.51 (5.02) 53.18 (6.65) 51.49 (4.52) 55.64 (7.83) 54.61 (7.06)

2.2 3.0 3.5 11.0 8.0

54.89 (7.09) 54.17 (6.94) 55.37 (9.13) 58.21 (9.92) 57.47 (9.11)

8.1 9.1 13.2 18.3 14.6

55.83 (7.08) 54.08 (6.09) 54.80 (8.06) 58.14 (8.92) 57.93 (8.25)

12.5 54.85 (7.55) 10.6 53.50 (6.36) 13.8 56.11 (8.99) 24.5 60.22(10.03) 23.6 59.13 (9.28)


rev. 10/30/02

15

24.0 13.2 27.1 25.2 7.7 11.0 6.1 12.1 27.5 22.2

rev. 10/30/02

1

Child Behavior Checklist 4-18

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