Structure, longitudinal invariance, and stability of the Child Behavior Checklist 1½–5’s <i>Diagnostic and Statistical Manual of Mental Disorders</i>–Autism Spectrum Disorder scale: Findings from Generation R (Rotterdam)

Rescorla, Leslie; Ghassabian, Akhgar; Ivanova, Masha Y.; Jaddoe, Vincent W. V.; Verhulst, Frank C.; Tiemeier, Henning

doi:10.1177/1362361317736201

Cited by 19 publications

(15 citation statements)

References 28 publications

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“…Reported reliabilities vary between 0.66 (anxiety/depressed) and 0.92 (aggressive behavior) for syndrome scales, between 0.89 (internalizing) and 0.95 (total) for the summative scales, and between 0.63 (anxiety) and 0.86 (ODD) for CBCL DSM-IV oriented scales (27). To date, two studies have provided preliminary validation for the CBCL DSM-V scales assessing autism (28) and ADHD (29).…”

Section: Methodsmentioning

confidence: 99%

Emotional and Behavioral Problems in 4- and 5-Year Old Children With and Without Motor Delays

et al. 2019

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Background: An increased prevalence of psychological and behavioral conditions has been observed in youth and adolescents with DCD. The majority of research examining the relationship between motor skill proficiency and psychological problems has focused on older children and adolescents. The aim of the present study was to examine the relationship between motor skill proficiency and emotional and behavioral problems among pre-school age children with DCD to help determine how young children are when more severe problems begin to emerge (i.e., symptoms meet clinical thresholds) and the prevalence of comorbidity.Methods: Children 4 to 5 years of age (n = 589) from the Coordination and Activity Tracking in CHildren (CATCH) study were divided into two groups: at risk for DCD (rDCD; n = 288) and typically developing (TD; n = 301). Inclusion in the rDCD group required a score ≤16th percentile on the Movement Assessment Battery for Children-2. Emotional and behavioral problems were assessed using the Child Behavior Checklist (CBCL) 1.5 to 5 year parent-report questionnaire. CBCL data were scored using the CBCL syndrome scales as well as the DSM V revised scale scoring.Results: Seven children had missing or incomplete data on the CBCL and were excluded from the present analysis, leaving 582 participants. The mean age was 5.0 (SD 0.6) years and 57% of children were male (TD: 48% male, rDCD group: 67% male). After adjusting for sex, rDCD children scored significantly higher on all CBCL syndrome scales, all DSM-V scales, and all three summative scales. They were also significantly more likely to score at or above the syndrome scale clinical threshold on anxiety, withdrawn, emotionally reactive, aggression, ADHD, internalizing, externalizing, and total problems; and above the DSM-V thresholds on depression and autism. In addition, rDCD status was associated with a higher probability of meeting criteria for one, two, or more disorders in an ordinal logistic regression model.Conclusion: Preschool-age children with rDCD have more parent-reported psychological problems, and are more likely to be above the clinical threshold for many psychological problems and meet criteria for multiple conditions.

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Section: Methodsmentioning

confidence: 99%

Emotional and Behavioral Problems in 4- and 5-Year Old Children With and Without Motor Delays

et al. 2019

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“…Compared to the 12-item DSM-ASD Scale from the CBCL/1½-5 and C-TRF which consists of 7 items on SCI and 5 items on RRB (Rescorla, Ghassabian, et al, 2019), the 13-item COS derived from data-driven item reduction consists of only 2 items on RRB, while the majority of the items are on social interaction. In their international comparisons of the DSM-ASD Scale scores on the C-TRF, Rescorla, Given, et al (2019) noted greater societal differences for the RRB than the SCI subscale, revealing less consistency in teachers' ratings on RRB behaviors across societies.…”

Section: Discussionmentioning

confidence: 99%

“…There is, however, the Diagnostic and Statistical Manual of Mental Disorders Autism Spectrum Problems Scale (DSM-ASD Scale; Achenbach, 2014) from the Child Behavior Checklist for Ages 1½–5 (CBCL/1½–5) and the Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000) for ASD screening in preschool population. The 12 items on this scale can be grouped into a 7-item social communication/interaction (SCI) subscale and a 5-item restricted interests, repetitive behaviors (RRB) subscale (Rescorla, Ghassabian, et al, 2019). Rescorla, Given, et al (2019) compared the item scores on the DSM-ASD Scale across preschool population samples from different countries and found lower similarity in mean item ratings between international samples for the C-TRF than the CBCL/1½–5.…”

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confidence: 99%

Autism spectrum disorder screening in preschools

Au¹,

Shum

Cheng

et al. 2020

Autism

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Can non-clinicians spot preschoolers likely to have autism spectrum disorder by observing their everyday peer interaction? We set out to develop a screening tool that capitalizes on peer interaction as a naturalistic “stress test” to identify children more likely than their peers to have autism spectrum disorder. A total of 304 3- to 4-year-olds were observed at school with an 84-item preliminary checklist; data-driven item reduction yielded a 13-item Classroom Observation Scale. The Classroom Observation Scale scores correlated significantly with Autism Diagnostic Observation Schedule–2 scores. To validate the scale, another 322 2- to 4-year-olds were screened using the Classroom Observation Scale. The screen-positive children and randomly selected typically developing peers were assessed for autism spectrum disorder 1.5 years later. The Classroom Observation Scale as used by teachers and researchers near preschool onset predicted autism spectrum disorder diagnoses 1.5 years later (odds ratios = 14.6 and 6.7, respectively). This user-friendly 13-item Classroom Observation Scale enables teachers and healthcare workers with little or no clinical training to identify, with reliable and valid results, preschoolers more likely than their peers to have autism spectrum disorder. Lay abstract With professional training and regular opportunities to observe children interacting with their peers, preschool teachers are in a good position to notice children’s autism spectrum disorder symptomatology. Yet even when a preschool teacher suspects that a child may have autism spectrum disorder, fear of false alarm may hold the teacher back from alerting the parents, let alone suggesting them to consider clinical assessment for the child. A valid and convenient screening tool can help preschool teachers make more informed and hence more confident judgment. We set out to develop a screening tool that capitalizes on peer interaction as a naturalistic “stress test” to identify children more likely than their peers to have autism spectrum disorder. A total of 304 3- to 4-year-olds were observed at school with an 84-item preliminary checklist; data-driven item reduction yielded a 13-item Classroom Observation Scale. The Classroom Observation Scale scores correlated significantly with Autism Diagnostic Observation Schedule–2 scores. To validate the scale, another 322 2- to 4-year-olds were screened using the Classroom Observation Scale. The screen-positive children and randomly selected typically developing peers were assessed for autism spectrum disorder 1.5 years later. The Classroom Observation Scale as used by teachers and researchers near preschool onset predicted autism spectrum disorder diagnoses 1.5 years later. This user-friendly 13-item Classroom Observation Scale enables teachers and healthcare workers with little or no clinical training to identify, with reliable and valid results, preschoolers more likely than their peers to have autism spectrum disorder.

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“…The CBCL 1½–5 has strong psychometric properties, including high test–retest reliability and Internal consistency (Achenbach and Rescorla 2000 ). After publication of the DSM-5, the DSM—Pervasive Developmental Problems scale was renamed DSM-Autism Spectrum Problems scale and one of the 13 items was removed ( n.3 Afraid to try new things ) (Rescorla, Adams et al 2019; Rescorla, Ghassabian et al 2019a ). However, in our clinic we were still using the original 13-item DSM -PDP scale at the time of the study.…”

Section: Methodsmentioning

confidence: 99%

“…If broad screeners were shown to be sensitive to autism, they could be used as a first level screen, while narrowband autism-specific screens could be used as a second level screen only for children with an autism risk indicated on the broadband screening (Hardy et al 2015). In this regard, the broadband tool CBCL 1½-5 has shown high sensitivity and specificity as a first level screening tool, and the items of the PDP scale, revised with the publication of the DSM-5 and renamed ASD scale after removal of 1 item, are consistent with the DSM-5 diagnostic category of ASD (Achenbach 2014;Rescorla, Adams et al 2019;Rescorla, Ghassabian et al 2019a). Moreover, confirmatory factor analyses with data from population samples in 24 societies (N = 19,850) have shown good measurement invariance across societies (Rescorla, Adams et al 2019).…”

Section: Introductionmentioning

confidence: 99%

A Combined Study on the Use of the Child Behavior Checklist 1½–5 for Identifying Autism Spectrum Disorders at 18 Months

Chericoni

Balboni

Costanzo

et al. 2021

J Autism Dev Disord

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The capacity of the Child Behavior Checklist 1½–5 (CBCL 1½–5) to identify children with autism spectrum disorder (ASD) at 18 months was tested on 37 children clinically referred for ASD and 46 children at elevated likelihood of developing ASD due to having an affected brother/sister. At 30 months the clinically referred children all received a confirmatory diagnosis, and 10 out of 46 siblings received a diagnosis of ASD. CBCL 1½-5 profiles were compared with a group of matched children with typical development (effect of cognitive level controlled for). The capacity of the CBCL 1½-5 DSM Oriented-Pervasive Developmental Problems scale to differentiate correctly between children diagnosed with ASD and children with typical development appeared dependent on group ascertainment methodology.

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Structure, longitudinal invariance, and stability of the Child Behavior Checklist 1½–5’s Diagnostic and Statistical Manual of Mental Disorders–Autism Spectrum Disorder scale: Findings from Generation R (Rotterdam)

Cited by 19 publications

References 28 publications

Emotional and Behavioral Problems in 4- and 5-Year Old Children With and Without Motor Delays

Emotional and Behavioral Problems in 4- and 5-Year Old Children With and Without Motor Delays

Autism spectrum disorder screening in preschools

A Combined Study on the Use of the Child Behavior Checklist 1½–5 for Identifying Autism Spectrum Disorders at 18 Months

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