‫قائمة فحص سلوك الطفل‬

‫هي نموذج ) ‪ ( CBCL‬قائمة مراجعة سلوك الطفل‬

‫تقرير مقدم رعاية مستخدمة على نطاق واسع‬
‫لتحديد السلوك المشكل لدى األطفال‪ [2][1] .‬يتم‬
‫استخدامه على نطاق واسع في كل من البحوث‬
‫والممارسات السريرية مع الشباب‪ .‬وقد ُت رجم إلى‬
‫أكثر من ‪ 90‬لغة ‪ [3] ،‬والبيانات المعيارية متاحة‬
‫لدمج المعلومات من مجتمعات متعددة‪ .‬نظًر ا ألن‬
‫مجموعة أساسية من العناصر تم تضمينها في كل‬
‫منذ الثمانينيات ‪ ،‬فإنها توفر أداة ‪ CBCL‬إصدار من‬
‫قياس لقياس ما إذا كانت كميات المشكالت‬
‫السلوكية قد تغيرت بمرور الوقت أو عبر‬
‫ هذا مكمل مفيد للُن هج األخرى للنظر في‬.‫المجتمعات‬
‫ مثل تعريفات‬، ‫معدالت مشاكل الصحة العقلية‬
‫االضطراباتتغيرت بشكل متكرر خالل نفس اإلطار‬
‫الزمني‬.

‫ إنه أحد مكونات نظام‬Achenbach ‫للتقييم القائم‬

‫ على التجربة الذي طوره‬Thomas M.
Achenbach .

‫إصدارات وطبيعة االختبار‬

Across versions, the first pages of the
CBCL record demographic information
and ratings of positive behaviors,
academic functioning (school aged
version only), and social competence.
The last two pages list common behavior
problems, each listed as a brief
statement about the child's behavior, e.g.,
Acts too young for his/her age.
Responses are recorded on a Likert
scale: 0 = Not True, 1 = Somewhat or
Sometimes True, 2 = Very True or Often
True. The Child Behavior Checklist exists
in two different versions, depending on
the age of the child being referred to.

Pre-school

For the preschool version of the CBCL

(CBCL/1½-5), parents or others who
interact with the child in regular contexts
rate the child's behavior. Respondents
rate the child's behavior on a 3-point
scale (not true, somewhat or sometimes
true, and very true or often true), and are
instructed to rate the behavior as it
occurs now or within the previous two
months. This delineation differs from the
instructions on other age-versions, due to
the fact that rapid development and
behavioral changes in the preschool age
range are common. The preschool
checklist contains 100 problem behavior
questions.

School-age

‫ فإن إصدار‬، ‫كما هو الحال في نسخة ما قبل المدرسة‬

‫ سن المدرسة من‬CBCL (CBCL / 6-18) ‫يوجه‬
‫المستفتى الذي يعرف الطفل جيًد ا (عادًة أحد‬
‫الوالدين أو مقدم رعاية آخر قريب) لإلبالغ عن‬
‫ التدابير البديلة متاحة للمعلمين‬.‫مشاكل الطفل‬
‫(نموذج تقرير المعلم) والطفل (التقرير الذاتي‬
‫ و‬11 ‫ للشباب الذين تتراوح أعمارهم بين‬، ‫للشباب‬
‫ تحتوي قائمة مراجعة سن المدرسة على‬.)‫ عاًم ا‬18
‫ سؤاًال يتعلق بالسلوك المشكل‬118.

‫التهديف‬
The main scoring for the CBCL is based
on statistical groupings of sets of
behaviors that typically occur together.
The original scale used principal
components analysis to group the
items,[4] and more recent research has
used confirmatory factor analysis to test
the structure.[5][6][7] Similar questions are
grouped into a number of syndrome scale
scores, and their scores are summed to
produce a raw score for that syndrome.

The eight empirically based

"narrowband"[8] syndrome scales are:

1. Aggressive Behavior
2. Anxious/Depressed
3. Attention Problems
4. Rule-Breaking Behavior
5. Somatic Complaints
6. Social Problems
7. Thought Problems
8. Withdrawn/Depressed.

There are two "broadband"[8] scales that

combine several of the syndrome scales:
Internalizing problems sums the
Anxious/depressed, Withdrawn-
depressed, and Somatic complaints
scores; Externalizing problems combines
Rule-breaking and Aggressive behavior.
There also is a Total problems score,
which is the sum of the scores of all the
problem items.

After 2001, the CBCL also included a set

of "DSM-oriented" scales,[9][10] made of
items that a panel of experts picked as
matching parts of the diagnostic criteria
for DSM-IV disorders. The CBCL also has
a few items that only contribute to the
Total score, which were considered
clinically important even though too rare
to lump into the syndrome scales.

The CBCL also uses a normative sample

to create standard scores. These
compare the raw score to what would be
typical compared to responses for
youths of the same gender and similar
age (the school-aged version splits the
age groups into 6–10 years and 11–18
years). The standard scores are scaled
so that 50 is average for the youth's age
and gender, with a standard deviation of
10 points. Higher scores indicate greater
problems. For each syndrome,
Internalizing and Externalizing problem
scales, and the total score, scores can be
‫‪interpreted as falling in the normal,‬‬
‫سلوك‪ .‬تعتبر أي درجة أقل‪borderline, or clinical‬‬
‫من النسبة المئوية ‪ 93‬طبيعية ‪ ،‬والدرجات بين‬
‫النسبة المئوية ‪ 97-93‬تعتبر سريرية حدية ‪ ،‬وأي‬
‫درجة أعلى من النسبة المئوية ‪ 97‬تقع في النطاق‬
‫‪.‬السريري‬

‫تأخذ القواعد في االعتبار كًال من العمر والجنس ؛‬

‫توجد معايير منفصلة للفتيات والفتيان ‪ ،‬ومعايير‬
‫منفصلة لألعمار من ‪ 6‬إلى ‪ 11‬عاًم ا واألعمار من ‪12‬‬
‫‪.‬إلى ‪ 18‬عاًم ا‬

‫الخصائص السيكومترية‬

‫مصداقية‬

‫الموثوقية تشير إلى ما إذا كانت الدرجات قابلة‬

‫للتكرار‪ .‬ما لم ُي نص على خالف ذلك ‪ ،‬تأتي درجات‬
‫الموثوقية والقيم من دراسات أجريت على عينة من‬
‫‪.‬سكان الواليات المتحدة‬
‫]أ[ قواعد لتقييم المعايير والموثوقية في جرد السلوك العام‬
، ‫ جيد‬، ‫التقييم (مناسب‬
‫معيار‬ ‫شرح بالمراجع‬
) [‫ جيد جًد ا ]ب‬، ‫ممتاز‬

Nat ional probabilit y samples used t o

‫أعراف‬ ‫ممتاز‬
est ablish norms.

Empirically Based Scales [2]

Anxious/Depressed = .84

Wit hdrawn/Depressed = .80

Somat ic Complaint s = .78

Social Problems = .82

Thought Problems = .78

At t ent ion Problems = .86

Rule-Breaking Behavior = .85

Aggressive Behavior = .94

Ranges from Good t o
Int ernal Consist ency Int ernalizing Broad Band Score = .90
Excellent (depending
(Cronbach's alpha)
on scale) Ext ernalizing Broad Band Score =.94

Tot al Problems Score = .97

DSM-Oriented Scales [2]

Affect ive Problems = .82

Anxiet y Problems = .72

Somat ic Problems = .75

ADHD Problems = .84

Opposit ional Defiant Problems = .86

Conduct Problems = .91

Int er-rat er reliabilit y Adequat e Empirically Based Scales [2]

(Pearson rs bet ween Anxious/Depressed = .68
mot her and fat her rat ings)
Wit hdrawn/Depressed = .69

Somat ic Complaint s = .65

Social Problems = .77

 Thought Problems = .75

At t ent ion Problems = .73

Rule-Breaking Behavior = .85

Aggressive Behavior = .82

Int ernalizing Broad Band Score = .72

Ext ernalizing Broad Band Score =.85

Tot al Problems Score = .80

DSM-Oriented Scales [2]

Affect ive Problems = .69

Anxiet y Problems = .66

Somat ic Problems = .63

ADHD Problems = .70

Opposit ional Defiant Problems = .74

Conduct Problems = .88

r = .85 for t he preschool version and r =

Test -ret est reliabilit y Adequat e .90 for t he school-age version over 6–18
days.[11]

a. ‫ جدول من‬Youngstrom et al. ، ‫ تمديد‬Hunsley

& Mash ، 2008
b. ‫يشير إلى بنية أو فئة جديدة‬

‫مراجع‬
1. Achenbach ، TM ، & Rescorla ، LA (2000).
‫ دليل نماذج ومالمح ما قبل المدرسة‬ASEBA.
 ‫ قسم الطب النفسي بجامعة‬:‫ فاتو‬، ‫برلنغتون‬
0-68-938565-0  ‫ ردمك‬.‫فيرمونت‬
2. Achenbach، TM، & Rescorla، LA (2001).
‫ دليل لنماذج ومالمح سن المدرسة‬ASEBA.
‫ مركز أبحاث‬، ‫ جامعة فيرمونت‬:‫ فاتو‬، ‫بيرلينجتون‬
-73-938565-0‫ ردمك‬.‫األطفال والشباب والعائالت‬
7 
3. "Translations of ASEBA Forms" (https://w
eb.archive.org/web/20160708132154/htt
p://www.aseba.org/ordering/translations.
html) . ASEBA: Achenbach System of
Empirically Based Assessment. Thomas
Achenbach. Archived from the original (ht
tp://www.aseba.org/ordering/translation
s.html) on 2016-07-08. Retrieved
2016-07-10.
4. Achenbach, Thomas M. (1966). "The
classification of children's psychiatric
symptoms: A factor-analytic study" (htt
p://doi.apa.org/getdoi.cfm?doi=10.1037/
h0093906) . Psychological Monographs:
General and Applied. 80 (7): 1–37.
doi:10.1037/h0093906 (https://doi.org/1
0.1037%2Fh0093906) . ISSN 0096-9753
(https://www.worldcat.org/issn/0096-975
3) . PMID 5968338 (https://pubmed.ncbi.
nlm.nih.gov/5968338) .
5. Dedrick, Robert F.; Greenbaum, Paul E.;
Friedman, Robert M.; Wetherington, Cathy
M.; Knoff, Howard M. (1997). "Testing the
Structure of the Child Behavior
Checklist/4-18 Using Confirmatory Factor
Analysis" (http://journals.sagepub.com/d
oi/10.1177/0013164497057002009) .
Educational and Psychological
Measurement. 57 (2): 306–313.
doi:10.1177/0013164497057002009 (htt
ps://doi.org/10.1177%2F0013164497057
002009) . ISSN 0013-1644 (https://www.
worldcat.org/issn/0013-1644) .
S2CID 143546048 (https://api.semantics
cholar.org/CorpusID:143546048) .
6. Gomez, Rapson; Vance, Alasdair (2014).
"Confirmatory factor analysis, latent
profile analysis, and factor mixture
modeling of the syndromes of the Child
Behavior Checklist and Teacher Report
Form" (http://doi.apa.org/getdoi.cfm?doi=
10.1037/a0037431) . Psychological
Assessment. 26 (4): 1307–1316.
doi:10.1037/a0037431 (https://doi.org/1
0.1037%2Fa0037431) . ISSN 1939-134X
(https://www.worldcat.org/issn/1939-134
X) . PMID 25068908 (https://pubmed.ncb
i.nlm.nih.gov/25068908) .
7. Ivanova, Masha Y.; Achenbach, Thomas
M.; Dumenci, Levent; Rescorla, Leslie A.;
Almqvist, Fredrik; Weintraub, Sheila;
Bilenberg, Niels; Bird, Hector; Chen, Wei
J.; Dobrean, Anca; Döpfner, Manfred
(2007-07-17). "Testing the 8-Syndrome
Structure of the Child Behavior Checklist
in 30 Societies". Journal of Clinical Child
& Adolescent Psychology. 36 (3): 405–
417. doi:10.1080/15374410701444363
(https://doi.org/10.1080%2F1537441070
1444363) . ISSN 1537-4416 (https://ww
w.worldcat.org/issn/1537-4416) .
PMID 17658984 (https://pubmed.ncbi.nl
m.nih.gov/17658984) . S2CID 25026681
(https://api.semanticscholar.org/CorpusI
D:25026681) .
8. Neo, Wei Siong; Suzuki, Takakuni;
Kelleher, Bridgette L. (2021-02-01).
"Structural validity of the Child Behavior
Checklist (CBCL) for preschoolers with
neurogenetic syndromes" (https://www.sc
iencedirect.com/science/article/pii/S089
1422220302663) . Research in
Developmental Disabilities. 109: 103834.
doi:10.1016/j.ridd.2020.103834 (https://d
oi.org/10.1016%2Fj.ridd.2020.103834) .
ISSN 0891-4222 (https://www.worldcat.or
g/issn/0891-4222) . PMID 33360964 (htt
ps://pubmed.ncbi.nlm.nih.gov/3336096
4) . S2CID 229695204 (https://api.seman
ticscholar.org/CorpusID:229695204) .
9. Lengua, Liliana J.; Sadowski, Christine A.;
Friedrich, William N.; Fisher, Jennifer
(2001). "Rationally and empirically
derived dimensions of children's
symptomatology: Expert ratings and
confirmatory factor analyses of the CBCL"
(http://doi.apa.org/getdoi.cfm?doi=10.10
37/0022-006X.69.4.683) . Journal of
Consulting and Clinical Psychology. 69
(4): 683–698. doi:10.1037/0022-
006X.69.4.683 (https://doi.org/10.1037%
2F0022-006X.69.4.683) . ISSN 1939-
2117 (https://www.worldcat.org/issn/193
9-2117) . PMID 11550734 (https://pubme
d.ncbi.nlm.nih.gov/11550734) .
‫ناكامورا ‪ ،‬براد جيه ؛ إبيسوتاني ‪ ،‬تشاد ؛ برنشتاين ‪10. ،‬‬
‫آدم ؛ كوربيتا ‪ ،‬بروس ف‪" .)01-09-2009( .‬تحليل‬
‫‪ DSM-‬نفسي للقائمة المرجعية لسلوك الطفل‬
‫مجلة علم النفس المرضي ‪Oriented Scales".‬‬
‫والتقييم السلوكي ‪ .189–178 :)3( 31 .‬دوى ‪:‬‬
‫‪10.1007 / s10862-008-9119-8 (https://do‬‬
‫‪i.org/10.1007%2Fs10862-008-9119-8) .‬‬
‫‪ISSN 1573-3505 (https://www.worldcat.or‬‬
‫‪g/issn/1573-3505) . S2CID 46730166 (ht‬‬
‫‪tps://api.semanticscholar.org/CorpusID:4‬‬
‫‪6730166) . (https://doi.org/10.1007%2F‬‬
‫‪s10862-008-9119-8)   (https://www.world‬‬
‫‪cat.org/issn/1573-3505)   (https://api.se‬‬
‫)‪manticscholar.org/CorpusID:46730166‬‬
‫استخدام ‪11. Maruish ، Mark E. ، ed. (2004).‬‬
‫االختبار النفسي لتخطيط العالج وتقييم النتائج ‪.‬‬
‫‪.‬ماهوا ‪ ،‬نيوجيرسي‪ :‬روتليدج‬
‫روابط خارجية‬
5-½1 ‫( قائمة مراجعة سلوك الطفل‬https://we
b.archive.org/web/20130530223759/h
ttp://www.aseba.org/preschool.html)
18-6 ‫( قائمة فحص سلوك الطفل‬https://web.
archive.org/web/20130531034515/htt
p://www.aseba.org/schoolage.html)

Retrieved from
"https://en.wikipedia.org/w/index.php?
title=Child_Behavior_Checklist&oldid=110979367
3"

This page was last edited on 11 September

2022, at 22:20 (UTC). •
‫ما لم يذكر خالف ‪ CC BY-SA 3.0‬المحتوى متاح بموجب‬
‫‪.‬ذلك‬