Revised Behavior Problem Checklist
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
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
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
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.
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.
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/
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: firstname.lastname@example.org Website: http://www.parinc.com
Last updated by Violence Institute of New Jersey: February 2007