Hierarchically Modeling Cognition and Behavioral Problems of an Under-Represented Group
This study examined the mental health and behavioral
problems in early adolescence with the instrument of Achenbach
System of Empirically Based Assessment (ASEBA). The purpose of
the study was stratified sampling method was used to collect data
from 1975 participants. Multiple regression models and hierarchical
regression models were applied to examine the relations between the
background variables and internalizing problems, and the ones
between students’ performance and internalizing problems. The
results indicated that several background variables as predictors could
significantly predict the anxious/depressed problem; reading and
social study scores could significantly predict the anxious/depressed
problem. However the class as a hierarchical macro factor did not
indicate the significant effect. In brief, the majority of these models
represented that the background variables, behaviors and academic
performance were significantly related to the anxious/depressed
problem.
[1] T. M. Achenbach, “The classification of children’s psychiatric
symptoms: A factor-analytic study,” Psychological Monographs, vol. 80
(No. 615), 1966.
[2] T. M. Achenbach, Manual for the child behavior checklist/ 4-18 and
1991 profile. Burlington: University of Vermont, Department of
Psychiatry, 1991.
[3] T. M. Achenbach, “What are normal and why do we need valid ones?”
Clinical Psychology: Science and Practice, vol. 8, pp. 446-450, 2001.
[4] T. M. Achenbach, Multicultural Understanding of Child and Adolescent
Psychopathology: Implications for Mental Health Assessment. New
York, NY: The Guilford Press, 2007.
[5] T. M. Achenbach, and L. Dumenci, “Advances in empirically based
assessment; Revised cross-informant syndromes and new DSM-oriented
scales for the CBCL, YSR, and TRF—comment on Lengua, Sadowski,
Friedrich, and Fisher 2001,” Journal of Consulting and Clinical
Psychology, vol. 69, pp. 699-702, 2007.
[6] T. M. Achenbach, and L. Edelbrock, Manual for the Child Behavior
Checklist and Revised Child Behavior Profile. Burlington, VT:
University of Vermont, Department of Psychiatry, 1983.
[7] T. M. Achenbach and L. Rescorla, Manual for the ASEBA School-Age
Forms & Profiles. Burlington, VT: University of Vermont, Research
Center for Children, Youth, & Families, 2001.
[8] T. M. Achenbach and M. Lewis, “A proposed model for clinical
research and its application to encopresis and enuresis,” Journal of the
American Academy of Child Psychiatry, vol. 10, pp. 535-554, 1971.
[9] C. K. Conner, J. D. A. Parker, G. Sitarenios and J. N. Epstein, “The
revised Conners’ parent rating scale (CPRS-R): Factor structure,
reliability, and criterion validity,” Journal of Abnormal Child
Psychology, vol. 26, pp. 257-268, 1998.
[10] K. Guttmannova, J. M. Szanyi and P. W. Cali, “Internalizing and
externalizing behavior problem scores,” Educational and Psychological
Measurement, vol. 20, no10, pp. 1-19, 2007.
[11] C. L. Hammen, K. D. Rudolph and J. L. Abaied, “Child and adolescent
depression," In Child Psychology, E. J. Mash and R. A. Barkley, Eds.
New York: The Guilford Press, 2014, pp. 225-263.
[12] E. P. Hayden and E. J. D. Mash, “Child and adolescent depression," In
Child Psychology, E. J. Mash and R. A. Barkley, Eds. New York: The
Guilford Press, 2014, pp. 3-72.
[13] C. K. Higa-McMillan, S. E. Francis and B. F. Chorpita, Anxiety
disorder, In Child Psychology, E. J. Mash and R. A. Barkley, Eds. New
York: The Guilford Press, 2014, pp. 345-428.
[14] P. W. L. Leung, S. L. Kwong, C. P. Tang, T. P. Ho, S. F. Hung, C. C.
Lee, S. L. Hong, C. M. Chiu and W. S. Liu, “Test-retest reliability and
criterion validity of the Chinese version of CBCL, TRF, and YSR,”
Journal of Child Psychology and Psychiatry, vol. 47, no. 9, pp. 970-973,
2008.
[15] C. R. Reynolds and R. W. Kamphaus, Behavior Assessment System for
Children: Manual, Circle Pines, MN: American Guidance Service,
1992.
[16] C. R. Reynolds and R. W. Kamphaus, Basc-2: Behavior Assessment
System for Children, Circle Pines, MN: American Guidance Service,
1992.
[17] H. B. Vidair, J. A. Reyes, S. Shen, M. A. Parrilla-Escobar, C. M.
Heleniak, I. L. Hollin, S. Wooddruff, B. Turner and M. A. Rynn,
“Screening parents during child evaluations: Exploring parent and child
psychopathology in the same clinic,” Journal of the American Academy
of Child and Adolescent Psychiatry, vol. 50, no. 5, pp.441-450, 2011.
[1] T. M. Achenbach, “The classification of children’s psychiatric
symptoms: A factor-analytic study,” Psychological Monographs, vol. 80
(No. 615), 1966.
[2] T. M. Achenbach, Manual for the child behavior checklist/ 4-18 and
1991 profile. Burlington: University of Vermont, Department of
Psychiatry, 1991.
[3] T. M. Achenbach, “What are normal and why do we need valid ones?”
Clinical Psychology: Science and Practice, vol. 8, pp. 446-450, 2001.
[4] T. M. Achenbach, Multicultural Understanding of Child and Adolescent
Psychopathology: Implications for Mental Health Assessment. New
York, NY: The Guilford Press, 2007.
[5] T. M. Achenbach, and L. Dumenci, “Advances in empirically based
assessment; Revised cross-informant syndromes and new DSM-oriented
scales for the CBCL, YSR, and TRF—comment on Lengua, Sadowski,
Friedrich, and Fisher 2001,” Journal of Consulting and Clinical
Psychology, vol. 69, pp. 699-702, 2007.
[6] T. M. Achenbach, and L. Edelbrock, Manual for the Child Behavior
Checklist and Revised Child Behavior Profile. Burlington, VT:
University of Vermont, Department of Psychiatry, 1983.
[7] T. M. Achenbach and L. Rescorla, Manual for the ASEBA School-Age
Forms & Profiles. Burlington, VT: University of Vermont, Research
Center for Children, Youth, & Families, 2001.
[8] T. M. Achenbach and M. Lewis, “A proposed model for clinical
research and its application to encopresis and enuresis,” Journal of the
American Academy of Child Psychiatry, vol. 10, pp. 535-554, 1971.
[9] C. K. Conner, J. D. A. Parker, G. Sitarenios and J. N. Epstein, “The
revised Conners’ parent rating scale (CPRS-R): Factor structure,
reliability, and criterion validity,” Journal of Abnormal Child
Psychology, vol. 26, pp. 257-268, 1998.
[10] K. Guttmannova, J. M. Szanyi and P. W. Cali, “Internalizing and
externalizing behavior problem scores,” Educational and Psychological
Measurement, vol. 20, no10, pp. 1-19, 2007.
[11] C. L. Hammen, K. D. Rudolph and J. L. Abaied, “Child and adolescent
depression," In Child Psychology, E. J. Mash and R. A. Barkley, Eds.
New York: The Guilford Press, 2014, pp. 225-263.
[12] E. P. Hayden and E. J. D. Mash, “Child and adolescent depression," In
Child Psychology, E. J. Mash and R. A. Barkley, Eds. New York: The
Guilford Press, 2014, pp. 3-72.
[13] C. K. Higa-McMillan, S. E. Francis and B. F. Chorpita, Anxiety
disorder, In Child Psychology, E. J. Mash and R. A. Barkley, Eds. New
York: The Guilford Press, 2014, pp. 345-428.
[14] P. W. L. Leung, S. L. Kwong, C. P. Tang, T. P. Ho, S. F. Hung, C. C.
Lee, S. L. Hong, C. M. Chiu and W. S. Liu, “Test-retest reliability and
criterion validity of the Chinese version of CBCL, TRF, and YSR,”
Journal of Child Psychology and Psychiatry, vol. 47, no. 9, pp. 970-973,
2008.
[15] C. R. Reynolds and R. W. Kamphaus, Behavior Assessment System for
Children: Manual, Circle Pines, MN: American Guidance Service,
1992.
[16] C. R. Reynolds and R. W. Kamphaus, Basc-2: Behavior Assessment
System for Children, Circle Pines, MN: American Guidance Service,
1992.
[17] H. B. Vidair, J. A. Reyes, S. Shen, M. A. Parrilla-Escobar, C. M.
Heleniak, I. L. Hollin, S. Wooddruff, B. Turner and M. A. Rynn,
“Screening parents during child evaluations: Exploring parent and child
psychopathology in the same clinic,” Journal of the American Academy
of Child and Adolescent Psychiatry, vol. 50, no. 5, pp.441-450, 2011.
@article{"International Journal of Business, Human and Social Sciences:70869", author = "Zhidong Zhang and Zhi-Chao Zhang", title = "Hierarchically Modeling Cognition and Behavioral Problems of an Under-Represented Group", abstract = "This study examined the mental health and behavioral
problems in early adolescence with the instrument of Achenbach
System of Empirically Based Assessment (ASEBA). The purpose of
the study was stratified sampling method was used to collect data
from 1975 participants. Multiple regression models and hierarchical
regression models were applied to examine the relations between the
background variables and internalizing problems, and the ones
between students’ performance and internalizing problems. The
results indicated that several background variables as predictors could
significantly predict the anxious/depressed problem; reading and
social study scores could significantly predict the anxious/depressed
problem. However the class as a hierarchical macro factor did not
indicate the significant effect. In brief, the majority of these models
represented that the background variables, behaviors and academic
performance were significantly related to the anxious/depressed
problem.", keywords = "Behavioral problems, anxious/depression problems,
empirical-based assessment, hierarchical modeling.", volume = "9", number = "6", pages = "2179-6", }
