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Reliability and validity of behavior problem checklists as measures of stable traits in low birth weight, premature
D Spiker1, H C Kraemer, N A Constantine
1Infant Health and Development Program, Stanford University, CA 94305.
Insights
Behavioral checklists for low birth weight, premature children show moderate agreement between teachers, but not mothers. The Richman Behavior Checklist (BCL) identified more children as disturbed than the Achenbach Child Behavior Checklist for Ages 2-3 (CBCL 2-3).
Area of Science:
- Child Psychology
- Developmental Pediatrics
- Behavioral Science
Background:
- Low birth weight and premature infants are at higher risk for developmental and behavioral issues.
- Accurate assessment of behavioral problems in early childhood is crucial for timely intervention.
- Existing behavioral checklists may vary in their effectiveness and agreement across different informants.
Purpose of the Study:
- To compare the Richman Behavior Checklist (BCL) and the Achenbach Child Behavior Checklist for Ages 2-3 (CBCL 2-3) in assessing behavioral problems in low birth weight, premature children.
- To examine interrater reliability and temporal stability of these measures.
- To identify predictors of behavioral problems as reported by mothers.
Main Methods:
- Mothers, teachers, and assistant teachers completed the BCL at ages 2 and 3 years.
- Mothers and teachers completed the CBCL 2-3 at age 3 years.
- Data from a large sample of low birth weight, premature children were analyzed.
Main Results:
- Moderate interinstrument correlations were found, higher between teachers/assistant teachers than with mothers.
- Interrater agreement was moderate to high between teachers and assistant teachers only.
- Mothers and teachers identified largely different groups of children as disturbed; the BCL identified more disturbed children than the CBCL 2-3.
- HOME Inventory scores and maternal depression predicted mothers' CBCL 2-3 scores.
Conclusions:
- The BCL and CBCL 2-3 show varying agreement depending on the informant (teachers vs. mothers).
- Teacher-teacher agreement is higher than mother-teacher agreement, suggesting differing perspectives on child behavior.
- The BCL may be more sensitive in identifying behavioral disturbances in this population.
- Maternal depression and home environment are significant factors influencing mothers' reports of child behavior.
Abstract:
Mothers, teachers, and assistant teachers completed the Richman Behavior Checklist (BCL) at ages 2 and 3 years and the Achenbach Child Behavior Checklist for Ages 2-3 (CBCL 2-3) at 3 years for a large sample of low birth weight, premature children. Interinstrument correlations for total scores were moderate, higher for teachers and assistant teachers than for mothers, with moderate temporal stability for BCL scores. Interrater agreement for either total scores or classifications of clinically significant scores was moderately high between teachers and assistant teachers only, and children identified as disturbed by mothers versus teachers represent almost nonoverlapping groups. Furthermore, many more children were identified as disturbed using the BCL. The most powerful predictors of mothers' total CBCL 2-3 scores were HOME Inventory scores and self-reported depression. The use of these scales in clinical and research contexts is discussed.