Dimensions of Psychopathology in Middle Childhood as Evaluated by Three Symptom Checklists

Lessing, Elise E.; Zagorin, Susan W.

doi:10.1177/001316447103100115

Cited by 23 publications

(11 citation statements)

References 18 publications

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“…In a study designed to compare the factor structures of three different checklists, Lessing and Zagorin (1971) had mothers of 102 10-12-year-old clinic children fill out the Peterson (1961) Problem Checklist (PPC) and the Wichita Guidance Center Checklist (WGCC). In addition, a psychiatrist filled out the 36-item Institute for Juvenile Research Checklist (IJRC) based on an interview with each mother.…”

Section: Syndromes Derived From Mental Health Workers' Reportsmentioning

confidence: 99%

“…Although their ratio of subjects to items fell below our criterion for establishment of syndromes, Lessing and Zagorin (1971) factor analyzed and intercorrelated the factors obtained from the 58-item Peterson (1961) Problem Checklist and the SS-item Wichita Guidance Center Checklist filled out by mothers of 102 clinic-referred 10-to 12-year-olds. Of the four factors extracted from the PPC, the largest two had congruence coefficients ranging from .80 to .88 with the two factors obtained previously for children rated by teachers in Grades 5-7 (Peterson, 1961;Quay & Quay, 19,65), and from .73 to .88 with factors in the 3-factor solutions for eighth graders and preadolescent delinquents (Quay, 1964;Quay & Quay, 1965).…”

Section: Cross-instrument and Cross-population Relationsmentioning

confidence: 99%

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The classification of child psychopathology: A review and analysis of empirical efforts.

Achenbach¹,

Edelbrock²

1978

Psychological Bulletin

1,295

657

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Empirically derived syndromes of child behavior problems are reviewed, and those having counterparts in two or more studies are identified. A distinction between broad-band and narrow-band syndromes seems warranted because many syndromes derived from first-order factor analyses can be subsumed by a few second-order factors. Broad-band Undercontrolled and Overcontrolled syndromes and narrow-band Aggressive, Delinquent, Hyperactive, Schizoid, Anxious, Depressed, Somatic, and Withdrawn syndromes were found in diverse samples of disturbed children. Two other broad-band and six other narrow-band syndromes were found in a few studies. Test-retest reliabilities and stabilities of syndrome scores were more adequate than interrater reliabilities, which increased with the degree of similarity between the types of raters and between the types of situations in which they saw subjects. Cross-instrument and cross-population consistencies corroborated some empirically derived syndromes, but the lack of independent criteria for categorizing disturbed children makes it difficult to establish criterion-referenced validity. Because categorization of children by syndromes has been limited primarily to the broad-band undercontrolled-overcontrolled dichotomy, more efforts are needed to translate syndromes into categories for use by practitioners as well as researchers. It is concluded that further work in this area is likely to benefit disturbed children only if it is more systematically linked to the existing mental health system and to efforts at reforming this system.The study of psychopathology in children and Statistical Manual (DSM) were Adjusthas long lacked a coherent taxonomic frame-ment Reaction and Childhood Schizophrenia, work within which training, treatment, epi-Adult categories of the DSM could be apdemiology, and research could be integrated, plied to children, but a national survey Not only were children's disorders omitted showed that 70% of the children seen in from the system that originally formed the psychiatric clinics were either unclassified or basis for psychiatric taxonomy (Kraepelin, were classified as having adjustment reactions 1883) but, even until 1968, the only cate- (Rosen, Bahn, & Kramer, 1964). gories provided for children in the American Although there were a few early efforts to Psychiatric Association's (1952) Diagnostic develop differentiated taxonomies of childhood disorders (e.g., Jenkins & Glickman, 1946), it was not until the 1960s that theThe authors wish to thank Sue Fleisher for her need for SUch a S y Stem WaS aCUtelv fdt ; many contributions to this work; Howard Moss and Efforts to meet this need took a variety of Sally Ryan for performing reliability checks on forms. Following the psychiatric tradition of the categorization of syndromes; and Roger Slash-formulating classifications through consensual field, Gale Inoff, Lovick Miller, and John Weisz . , , ,-, , ., ._, "__" for critically reading the manuscript. committee work, the Group for the Advance-Requests for reprints should be sen...

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Section: Syndromes Derived From Mental Health Workers' Reportsmentioning

confidence: 99%

Section: Cross-instrument and Cross-population Relationsmentioning

confidence: 99%

The classification of child psychopathology: A review and analysis of empirical efforts.

Achenbach¹,

Edelbrock²

1978

Psychological Bulletin

1,295

657

View full text Add to dashboard Cite

show abstract

“…These demonstrated convergencies overlap those which Achenbach and Edelbrock (1978) have so admirably shown, but they go beyond them as well. The definitive study for which these authors called-in which at least two inventories comprehensive enough to cover all children's problems would be administered together-has not been done, although Lessing and Zagorin (1971) made a beginning, and two of the writer's students have carried out a pilot project, not yet analyzed, using the CBCP instrument and Spivack's Devereux Child Behavior Rating Scales (Spivack & Levine, 1964;Spivack & Spotts, 1965).…”

mentioning

confidence: 99%

First-, second-, and third-order factors from the Children's Behavioral Classification Project instrument and an attempt at rapprochement.

Dreger¹

1981

Journal of Abnormal Psychology

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This article consists of two parts. The first part describes first-, second-, and third-order factor analyses of the responses of 1,278 parents to the Children's Behavioral Classification Project (CBCP) instrument. At the first order, 30 factors were derived, 26 of which matched factors from an earlier study with 341 subjects. At the second order, 9 factors were found, and at the third order, two forms of the well-known conduct problem and personality problem factors that could not be reduced by a fourth-order factoring were revealed. The second part of the study demonstrated convergencies among factors derived from the CBCP instrument and the factors, syndromes, or diagnostic categories of other instruments. Of the first-order CBCP factors, 14 appear to match the "narrow band syndromes" of Achenbach and Edelbrock's historic review. At least 7 of Sines' behavioral factors and 12 of Wirt et al.'s Personality Inventory for Children dimensions parallel the first-order CBCP factors; similarly, from 16 to 24 DSM-III categories appear to be fair matches. All but one of Stott et al's Bristol Social Adjustment Guides syndromes are matches for CBCP second-order factors. Finally, Quay's four major patterns appear to be counterparts of the third-order CBCP factors, as do Achenbach and Edelbrock's "broad band" factors and major DSM-III categories. Behavioral inventories intended for clinical use with children and adolescents have usually been subjected to factor analysis in order either (a) to facilitate interpretation of the results or (b) to establish the basic dimensions of children's emotional disorders, and, in so doing, to begin to create a system of nomenclature and classification. Factor analyses of the various inventories have demonstrated substantial success in their first purpose and have shown, among other things, that they do make distinctions among independently diagnosed, or otherwise identified, groups (

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“…Of considerable interest in the present investigation was the emergence of Inadequacy-Immaturity as the second factor for both parents and teachers. This dimension also emerged second in several other studies of children with behavioral disorders (Conners, 1969;Lessing & Zagorin, 1971;Quay, et al, 1966). However, in studies of normals and delinquents, Inadequacy-Immaturity typically emerges third, and is far smaller in size than the other two factors.…”

Section: Discussionmentioning

confidence: 77%

“…The three factors isolated in studies of teachers' ratings also have been found in mothers' ratings of their children's problem behaviors (Lessing & Zagorin, 1971;Paraskevopoulos & McCarthy, 1970). However, there seems to be less consistency in the numerous studies of parents' ratings than was found in the teacher studies.…”

mentioning

confidence: 95%

Dimensions of problem behaviors of emotionally disturbed children as seen by their parents and teachers

Kaufman¹,

Swan

Wood³

1979

Psychol. Schs.

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Compared the factor structure of paientd and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3-13 years. Three factors emerged based on parents' ratings, and highly similar factom were obtained from teachers' ratings. The factors clcsely resemble the dimensions isolated in numerous previous studies, such 88 Quay's Conduct Problem, InadequacyImmaturity, and Personality Problem factors. The importance of the findings is discussed, especially pert.aining to the analysis of parents' ratings.Children's behavior problems have been studied fairly extensively during the past 15 years, particularly via the technique of factor analysis. A review of the literature suggests striking consistencies in the factorial structure underlying ratings of problem behaviors in children and adolescents. Three factors appear time and again in studies of normal and disturbed children: (a) a highly aggressive and hostile dimension of behavior that has been given labels such as conduct disorder or unsocialized aggression, (b) an anxious and withdrawn behavioral dimension that has been associated with neuroticism and personality problems, and (c) a dimension of behavior that is characterized by lack of interest in or awareness of the environment, passivity, and laziness, and has typically been called autism, inadequacy-immaturity, low need achievement, or inattentive-passive.The above three factors have been isolated in numerous analyses of teachers' or supervisors' ratings of normal children and adolescents (Miller,

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Dimensions of Psychopathology in Middle Childhood as Evaluated by Three Symptom Checklists

Cited by 23 publications

References 18 publications

The classification of child psychopathology: A review and analysis of empirical efforts.

The classification of child psychopathology: A review and analysis of empirical efforts.

First-, second-, and third-order factors from the Children's Behavioral Classification Project instrument and an attempt at rapprochement.

Dimensions of problem behaviors of emotionally disturbed children as seen by their parents and teachers

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