General Information

The Revised Behavior Problem Checklist (RBPC) is used to rate problem behaviors observed in adolescents and young children. The RBPC has been used for a variety of purposes: to screen for behavior disorders in children; as an aid in clinical diagnosis; to measure behavior change associated with psychological and pharmacological interventions; as part of a battery to classify juvenile offenders; and to select subjects for research on behavior disorders in children and adolescents.

Number of Versions:	1
Version:	Revised Behavior Problem Checklist
Author(s):	Herbert C. Quay, Donald R. Peterson
Date of Publication:	1996
Material(s) Needed for Test:	Manual, Test Booklets, and Profile Sheets
Manual:	Available
Time to Administer:	20 minutes
Charge for one form or kit:	Yes

Purpose and Nature of Test

Construct(s) Measured:	Aggression, Conduct problems
Population for which designed:	Age Range: 5 through 18 years old Grade Level: Kindergarten to High School Senior
Method of Administration:	Individual
Source of Information:	Parent, Teacher, Therapist
Subtests and Scores:	Conduct Disorder, Socialized Aggression, Attention Problems - Immaturity, Anxiety-Withdrawal, Psychotic Behavior, Motor Tension-Excess
Number of Items:	89
Type of Scale:	Likert

Technical Evaluation

Norms: 

Sample Size:	760
Population:	276 cases in two private pscyhiatric residential facilities, 198 cases both outpatients and inpatients, 114 children attending a private school for children with learning disabilities, and 172 ratings of children in a community-sponsored school for children with developmental disabilities.
Culture/ethnicity:	African-American, Caucasian, Hispanic/Latino
SES Level:	Low Middle to Upper Middle

Reliability: 

Psychometric information:	Provided for Subscales.
The range of Test-Retest Value:	0.49 to 0.83
The range of Inter-rater reliability:	0.52 to 0.85
The range of Internal consistency:	0.73 to 0.94

Validity: 

 Criterion validity was assessed and found to be acceptable.

Practical Evaluation

Scoring Procedure:	Manual Scoring
Examiner Qualifications and Training Required:	At least a bachelor's degree in psychology, counseling or a related field and relevant coursework in tests and measurement.
Permission Required to Use Instrument:	Yes
If yes, by whom:	Psychological Assessment Resources, Inc.

Notes

Original Reference(s):	Quay, H. C., & Peterson, D. R. (1993). The Revised Behavior Problem Checklist: Manual. Odessa, FL: Psychological Assessment Resources. Quay, H. C. (1983). A dimensional approach to behavior disorder: The Revised Behavior Problem Checklist. School Psychology Review, 12 (3), 244-249.
Other Reference(s):	Quay, H. C. (1977). Measuring dimensions of deviant behavior: The Behavior Problem Checklist. Journal of Abnormal Child Psychology, 5 (3), 277-287. Quay, H. C. (1983). A dimensional approach to behavior disorder: The Revised Behavior Problem Checklist. School Psychology Review, 12 93), 244-249. Aman, M. G., & Werry, J. S. (1984). The Revised Behavior Problem Checklist in clinic attenders and non-attenders: Age and sex effects. Journal of Clinical Child Psychology, 13 (3), 237-242. Lahey, B. B., & Piacentini, J. C. (1985). An evaluation of the Quay-Peterson Revised Behavior Problem Checklist. Journal of School Psychology, 23, 285-289. Simpson, R. G., & Halpin, g. (1986). Aggreement between parents and teachers in using the Revised Behavior Problem Checklist to identify deviant behavior in children. Behavioral Disorders, 12 (1), 54-59. Mattison, R. E., Bagnato, S. J., & Strickler, E. (1987). Diagnostic importance of combined parent and teacher ratings on the Revised Behavior Problem Checklist, 15 (4), 617-628. Hinshaw, S. P., Morrison, D. C., Carte, E. T., & Cornsweet, C. (1987). Factorial dimensions of the Revised Behavior Problem Checklist: Replication and validation within a kindergarten sample. Journal of Abnormal Child Psychology, 15 (2), 309-327. Hogan, A. E., Quay, H. C., Vaughn, S., & Shaprio, S. K. (1989). Revised Behavior Problem Checklist: Stability, prevalence, and incidence of behavior problems in kindergarten and first-grade children. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1 (2), 103-111. Simpson, R. (1989). Agreement among teachers in using the Revised Behavior Problem Checklist to identify deviant behavior in children. Behavioral Disorders, 14 (3), 151-156. Peach, W. J., Cobb, S. E., Caudle, A., Craig, K. E., & Wilson, V. (1990). Student ratings vs. teacher ratings on the Revised Behavior Problem Checklist. Journal of Instructional Psychology, 17 (4), 194-196. Short, R. J. (1991). Interpreting scale score differences on the Revised Behavior Problem Checklist. Educational and Psychological Measurement, 51, 385-392. Simpson, R. G. (1991). Aggreement among teachers of secondary students in using the Revised Behavior Problem Checklist to identify deviant behavior. Behavioral Disorders, 17 (1), 66-71. Spetter, D. S., La Greca, A. M., Hogan, A., & Vaughn, S. (1992). Subgroups of rejected boys: Aggressive responses to peer conflict situations. Journal of Clinical Child Psychology, 21 (1), 20-26. Cutchen, M. A., & Simpson, R. G. (1993). Interrater reliability among teachers and mental health professionals when using the Revised Behavior Problem Checklist, 11, 4-11.
	Reviewed in the Buros Institute, Mental Measurements Yearbook. http://www.unl.edu/buros/

Contact

Organization:	Psychological Assessment Resources, Inc.
Address:	16204 North Florida Avenue
City:	Lutz
State:	FL
Zip:	33549
Phone:	(800) 331-8378
Fax:	(800) 727-9329
E-mail:	custserv@parinc.com
Website:	http://www.parinc.com

Last updated by Violence Institute of New Jersey:  February 2007