Analysis

The Child Behavior Scale (CBS) is an assessment tool used to record and analyze children’s behavior in various situations. It consists of a series of questions related to children’s emotional and social responses, based on observations made by teachers or parents. The analysis of the responses helps identify behavioral problems and emotional difficulties, as well as assess children’s social skills. The questions cover several domains such as aggression, hyperactivity, cooperation, social withdrawal, and emotional regulation.

Purpose

The primary goal of the CBS questionnaire is to provide a reliable and valid method for evaluating children’s behavior. This is crucial for early intervention and the development of appropriate educational and psychological programs that help children acquire the necessary skills to manage their behavior. It also aims to provide data for research purposes, contributing to the understanding of child development and the factors that affect their social and emotional well-being.

Scoring

Scoring of the CBS is based on responses to each question. Typically, a five-point Likert scale is used, where observers rate the frequency or intensity of the observed behavior. The results are compiled and analyzed to determine total scores across various behavioral domains. These scores can be compared with normative values or used to monitor a child’s progress over time.

Literature

The literature related to the CBS includes numerous studies and research exploring its reliability and validity. Some key references include:
Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 1008–1024.
Buhs, E. S., Ladd, G. W., & Herald, S. L. (2001). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 93(3), 418–427.
Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333–359.