The epidemiological information of abnormal behavior norm in Taipei junior high school students and the adaptability of measurement tools

• Main Authors: Yang, Hao-Jan, 楊浩然
• Other Authors: Chen W.J.
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/69379464415163080377

碩士 === 國立臺灣大學 === 流行病學研究所 === 85 === This study investigated the behavior problems of junior high school students in Taipei using the Chinese version of the Child Behavior Checklist (CBCL). Three schools participating in this study were each randomly selected from three strata on the basis of the education level of the city. Classes were then systematically sampled from each school and the students of the whole class were invited to participate in the study. Parent form of CBCL for all subjects (N=854) were completed by students'' parents or parent surrogates on the basis of the child''s behavior in the past six months. One seventh of the subjects (N=162) had their class teacher completing the Teacher''s Report Form (TRF) regarding the student''s behavior in the past two months. The response rate was 0.88 for the CBCL and 1.0 for the TRF. Test-retest of the CBCL (N=164) and the TRF (N=53) were performed on the students of two schools, respectively, one month later. Cronbach''s alpha values of CBCL internalizing, externalizing and total problem were 0.80, 0.83 and 0.90, respectively. Such values on TRF were 0.70, 0.91 and 0.88. Test-retest reliability using ICCR (Intraclass Correlation Coefficient Reliability) for one month period on CBCL internalizing, externalizing and total problem were 0.68, 0.70 and 0.72; while on TRF were 0.60, 0.88 and 0.78, respectively. Agreements between CBCL and TRFs'' internalizing, externalizing and total problem using ICCR were 0.08, 0.45 and 0.24, respectively. For the analysis of CBCL, we found that the mean of girls'' internalizing scores was higher than that of boys'', and the means of externalizing scores and total problem scores were higher if parents'' education was lower. No differences were found between genders on competence scales. Low grade and high parents'' education seemed to have higher competence scores. Comparing with American norm aged 12- 18, we found that there were no significant differences between our and American samples by t-test. On clinical borderline area, the mean of girls'' internalizing scores was higher than that of boys'' and the means of boys'' externalizing and total problem scores were higher than that of girls''. Factor analysis of original items extracted 8 syndromes and 9 syndromes extracted when adding in native items. Native syndromes were simular to those extracted by Achenbach, especially the first 7 factors with greater variance. For TRF anaysis, the mean scores of internalizing and total problem were higher and the mean scores of competence scales were lower if parents'' education was lower. No significant differences between American norm sample and this sample on competence and problem scores by t-test. Clinical borderline area indicated that the mean scores of internalizing and competence scales were higher among girls than boys, and the mean score of externalizing was higher among boys than girls.