The Infant Health and Development Program was funded by grants from the Robert Wood Johnson Foundation to the Department of Pediatrics, Stanford University; the Frank Porter Graham Child Development Center, University of North Carolina; and the eight participating universities. Additional support for the National Study Office was provided to the Department of Pediatrics, Stanford University, from the Pew Charitable Trusts; the Bureau of Maternal and Child Health and Resources Development and the National Institute of Child Health and Human Development, HRSA, PHS, DHHS (grant MCJ-060515); and the Stanford Center for the Study of Families, Children, and Youth. We would like to give special thanks to the education directors, teachers, assistant teachers, evaluation coordinators, and infant assessors at the eight sites who trained staff and gathered data for the study. We gratefully acknowledge the helpful comments of three anonymous reviewers, and thank Diane McIntosh for assistance in manuscript preparation.
Reliability and Validity of Behavior Problem Checklists as Measures of Stable Traits in Low Birth Weight, Premature Preschoolers
Version of Record online: 28 JUN 2008
Volume 63, Issue 6, pages 1481–1496, December 1992
How to Cite
Spiker, D., Kraemer, H. C., Constantine, N. A. and Bryant, D. (1992), Reliability and Validity of Behavior Problem Checklists as Measures of Stable Traits in Low Birth Weight, Premature Preschoolers. Child Development, 63: 1481–1496. doi: 10.1111/j.1467-8624.1992.tb01709.x
- Issue online: 28 JUN 2008
- Version of Record online: 28 JUN 2008
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.