HAPPY THOUGHTS
The reason why I am happy:
.mama and papa
.bratinella's group
.college life
.BEED 3B
.my religion-Iglesia Ni Cristo
The reason to prevent my happiness:
.problem
.money
The reason to maintain my happiness:
.to pray
.to see my parents always smile
.to see my classmates smiling at me
.stayed in my course
"DO ALL YOUR BEST AND GOD WILL SURELY DO THE REST"
(ALWAYS SMILE, BE HAPPY)
Tuesday, December 14, 2010
ECED 13
PROBLEM CHECKLIST
Searchable Inventory of Instruments
Child Behavior Checklist
Searchable Inventory of Instruments
Assessing Violent Behavior and Related Constructs in Children and Adolescents
Child Behavior Checklist
General Information
The Child Behavior Checklist (CBCL) is a device by which parents or other individuals who know the child well rate a child's problem behaviors and competencies. This instrument can either be self-administered or administered through an interview. The CBCL can also be used to measure a child's change in behavior over time or following a treatment. The first section of this questionaire consists of 20 competence items and the second section consists of 120 items on behavior or emotional problems during the past 6 months. Teacher Report Forms, Youth Self-Reports and Direct Observation Forms are also available for the Child Behavior Checklist. Two versions of this instrument exist: one for children ages 1 1/2 - 5 and another for ages 6 - 18. Information below pertains to the CBCL for 6-18 year olds.
Number of Versions: 2 Version: Ages 6-18 Author(s): Thomas M. Achenbach Date of Publication: 1991, 2001 Material(s) Needed for Test: Instrument Manual: Available Time to Administer: 15 minutes Charge for one form or kit: Yes
Purpose and Nature of Test
Construct(s) Measured:
Aggression, Hyperactivity, Bullying, Conduct problems, Defiance, Violence Population for which designed:
Age Range: 6 through 18 years old Method of Administration: Group and Individual Source of Information: Parent Subtests and Scores:
Aggressive Behavior, Anxious/Depressed, Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales. Number of Items: 140 Type of Scale: Likert
Technical Evaluation
Norms:
Reliability:
Sample Size: 1,753 Population: Sample of children, age 6-18, from 100 sites in 40 states (northeastern, midwestern, southern, and western) and D.C. Culture/ethnicity: African-American, Caucasian, Hispanic/Latino, Other SES Level: Low to High
Validity:
Psychometric information: Provided for Full Scales. The range of Test-Retest Value: 0.95 to 1.00 The range of Inter-rater reliability: 0.93 to 0.96 The range of Internal consistency: 0.78 to 0.97
Criterion validity was assessed and found to be acceptable.
Practical Evaluation
Scoring Procedure: Manual and Computer Scoring Examiner Qualifications and Training Required: Masters Degree Permission Required to Use Instrument: Yes If yes, by whom: Achenbach System of Empirically Based Assessment (ASEBA)
Notes
Original Reference(s): Achenbach, T. M. (1991) Integrative Guide to the 1991 CBCL/4-18, YSR, and TRF Profiles. Burlington, VT: University of Vermont, Department of Psychology Other Reference(s): Achenbach, Thomas M. & Rescorla, Leslie A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont , Research Center for Children, Youth, & Families.
Kelly, T. P., & McArdle, P. (1997). Using the Achenbach Child Behaviour Checklist in the differential diagnosis of disruprive behaviour disorders. Irish Journal of Psychological Medicine, 14 (4), 136-138.
Greenbaum, P. E., & Dedrick, R. F. (1998). Hierarchical confirmatory factor analysis of the Child Behavior Checklist/4-18. Psychological Assessment, 10 (2), 149-155.Other: Available in Spanish
Contact
Organization: Achenbach System of Empirically Based Assessment Address: 1 South Prospect Street, Room 6436 City: Burlington State: VT Zip: 05401-3456 Phone: (802) 264-6432 Fax: (802) 264-6433 E-mail: mail@ASEBA.org Website: www.ASEBA.org
Last updated by Violence Institute of New Jersey: August 2006
Violence Institute of New Jersey at UMDNJ
ECED 13
Summary of PHYSICAL
After physical problems, and allergies have been ruled out, it is time to seek a professional evaluation for the child. This is a difficult step for parents, because a parent often feels like a failure. The problems of the child have exceeded the means available to the family. There is a loss of control, and a great deal of anxiety surrounding this action. Knowing what constitutes ADD can be helpful for a parent entering this difficult process.
Summary of SOCIAL
| Often parents struggle with their children as they note their unusual behavior, and try to help them fit in. The child is of normal or above normal intelligence, yet is failing in many classes. They do not seem to hear directions even though their ability to hear is fine. There is frustration, disciplinary actions, and denial on the parents part. The child experiences confusion, isolation, and low-self esteem. Ultimately it becomes clear the diagnosis is Attention Deficit Disorder (ADD). Dealing with this process is painful for all parents, but the road can be made smoother, if individuals are aware of options, and educated about how to deal with this disorder. |
Summary of SOCIAL
Having only one child is a choice many parents make in the face of rising educational and day-to-day costs. Other parents find that their circumstances change and they are no longer able to have more children due to a number of other reasons. As a parent of a single child I am constantly asked when I am going to have another child, and my standard response is ‘when I want to’. We feel pressurized by society to produce a plethora of offspring, as otherwise our child will be lonely, or antisocial. This is a baseless assumption, as many successful people who have no problems, either emotional or social are single children themselves and it never stopped them succeeding. In order to get on in the world, our children need to learn to interact with others, as well as integrate themselves into groups. However sometimes we may need a little help on getting our children to interact successfully with other little people and there are numerous ways to do this.
Parties are a fantastic way for your child to interact on an informal basis. It is vital that your child learns basic social skills, like how to chat informally or talk to members of the opposite sex. There isn’t a politician alive who can survive without having to go to parties and know how to charm the pants off potential voters! Most of this is learn during childhood, and the teenage years.
Summary of INTELLECTUAL
Summary of EMOTIONAL
Mental retardation/intellectual disability is significantly sub average intellectual funcPeople with MR/ID have varying degrees of impairment. While recognizing each person's individuality, doctors find it helpful to classify a person's level of functioning. Intellectual functioning levels can be based on the results of developmental quotient (DQ) tests and intelligence quotient (IQ) tests or on the level of support needed. Support is categorized as intermittent, limited, extensive, or pervasive. Intermittent means occasional support; limited means support such as a day program in a sheltered workshop; extensive means daily, ongoing support; and pervasive means a high level of support for all activities of daily living, possibly including full-time nursing care.
Based only on IQ test scores, about 3% of the total population are considered to have MR/ID. However, if classification is based on the need for support, only about 1% of people are classified as having significant mental (cognitive) limitation.tioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living.
A young person is said to have a behavior disorder when he or she demonstrates behaviour that is noticeably different from that expected in the school or community. This can also be stated in simpler terms as a child who is not doing what adults want him to do at a particular time. There are interchangeable terms for behavior disorders- conduct disorders, emotional disorders, emotional disturbances. A conduct disorder is also described as a complicated group of behavioral and emotional problems in youngsters. Children with this disorder often seem to be behaving in different and socially unacceptable ways.. Like learning disabilities, behavior disorders are hard to diagnose. There are no physical symptoms or discrepancies in the body that are observable or measurable. Behavior disorders are therefore identified by observing behavior patterns in the child over a period of time. If a child displays some of the following behaviors he may therefore be labeled with a behavior disorder:
Summary of MORAL
Toddlers seem to speak a completely different language than adults. At times it is hard to understand what our child is saying when they throw a fit in the grocery store over something seemingly trite to an adult's eye. It can seem impossible to reason with your little one in these moments of desperate chaos. Perhaps that may be because reasoning is fit for adults and our small children may not have built up the capacity to reason on our level. What then? How can parents communicate with their toddlers about tantrums, aggressive behaviors directed towards themselves and others, and other anger inspired moments? Try meeting your child in their world using their language: PLAY!
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