Standardized Behavioral Assessment II Pertemuan 12 Matakuliah: Psikologi Diagnostik Tahun: 2010

Child Behavior Checklist (CBCL) One of the most widely used parent report forms of children’s psychological behavior Designed to measure competencies and problems in children from ages 4 to 18 years  need to assess both strengths and problem behaviors as a way to better understand a particular child’s mental health status. Competence consists of seven sections focusing on Activities, Social, and School Competencies, while behavior problems contain 118 specific problem behaviors and two items that allow parents to write in other problems. Bina Nusantara University 3

CBCL – Problem Behaviors Problem behaviors are organized in a hierarchical factor structure that consists of : –eight correlated first-order or narrowband syndromes (i.e., Withdrawn, Somatic, Anxious/ Depressed, Social, Thought, Attention, Delinquent, and Aggressive) –two correlated second-order or broadband factors (i.e., Internalizing and Externalizing), and –an overall total problems factor Items have been designed to cover a range of behaviors that vary in terms of the level of inference required by the parent. Bina Nusantara University 4

Theoretical Basis Achenbach’s framework are several assumptions about the nature of children’s psychopathology Relevant problems include thoughts, behaviors, and emotions, whose manifestations may change with age (e.g., as children mature) and vary by gender. Problems are conceptualized as more or less continuous dimensions rather than categorical classes. Problems reflect a taxonomy in which they form differentiated clusters organized at different levels (i.e., narrowband and broadband syndromes and total problems). A complete assessment should include multiple points of view (i.e., parent, teacher, child) on the child’s behavior. Bina Nusantara University 5

Range of Applicability and Limitations Applications of the CBCL can be conceptualized into two broad purposes: clinical practice and research Achenbach’s multiaxial empirically based assessment model for making diagnostic, placement, formative, and summative decisions about specific cases.The five axes of the assessment model include parent (Axis I) and teacher (Axis II) reports, cognitive (Axis III) and physical (Axis IV) assessments, and direct assessment of the child (Axis V) Bina Nusantara University 6