2017 Volume 58 Issue 5 Pages 713-729
Objective: This study was designed to standardize a Japanese version of the Child Behavior Checklist for Ages 1½-5 (CBCL/1½-5) and the Caregiver-Teacher Report Form (C-TRF) based on standardization protocol used for the original Achenbach System of Empirically Based Assessment (ASEBA) (2000).
Method: T scores were calculated from the raw scores of 1,422 participants (boys; 699, girls; 723) for all syndrome scales (emotionally reactive, anxious/depressed, somatic complaints, withdrawn, sleep problems, attention problems, and aggressive behavior) of the CBCL/1½-5, and from scores of 337 participants (boys; 150, girls; 187) for the C-TRF. T scores were also computed for the upper scales of Internalizing, Externalizing, and Total problems. Reliability and validity of all scales of both the CBCL/1½-5 and C-TRF were assessed with Cronbach's alpha coefficient and inter-correlations. Additionally, confirmatory factor analysis (CFA) was used to investigate the goodness-of-fit for each factor. We also conducted multiple regression analyses of the CBCL/1½-5 syndrome scales to check for effects of gender and age group.
Results and Conclusion: Total average Cronbach's alpha was .73 for the CBCL/1½-5 and .72 for the C-TRF, with good internal consistency and significant positive inter-correlation within scales in both the CBCL/1½-5 and C-TRF. Fit indices of CFA were reasonably adequate other than that for the Externalizing scales of the C-TRF. Multiple regression analysis of the CBCL/1½-5 revealed significant effect of boys on the “emotionally reactive,” “withdrawn,” “attention problems,” and “aggressive behavior” scales. In terms of age group, the younger age group had significant effect on the “sleep problems,” “attention problems,” and “aggressive behavior” scales; the older age group had significant effect on the “anxious/depressed” and “withdrawn” scales.
Summary: Standardization of a Japanese version of these ASEBA questionnaires will contribute to a more comprehensive determination of behavioral problems among preschoolers in Japan, while also enabling comparison with findings from other nations with different historical and cultural backgrounds.
