Analysis

The Child Social Behavior Questionnaire (CSBQ) is an assessment tool designed to record and evaluate children’s social behaviors. It is primarily used by psychologists, educators, and researchers to gain a better understanding of children’s social skills and interactions in various settings. The questionnaire includes questions such as whether the child makes friends easily, prefers to play alone, shows empathy towards others, and engages in imaginative play. It also evaluates whether the child follows social rules, understands and uses humor appropriately, shares with others, waits their turn during games, expresses emotions appropriately, and shows interest in others’ activities. Responses to these questions help determine the child’s social competence and can be used to develop individualized interventions or support programs. In this way, the questionnaire contributes to promoting children’s positive development and improving their social skills.

Objective

The objective of this questionnaire is to assess and understand children’s social skills and interactions in various settings. By recording specific behaviors—such as the ability to make friends, the preference to play alone, empathy towards others, and participation in imaginative play—the questionnaire allows psychologists, educators, and researchers to identify areas that require reinforcement or support. Furthermore, it helps in diagnosing potential social difficulties and in creating targeted interventions that enhance children’s social competence. In this way, it contributes to promoting children’s positive development, helping them acquire the necessary social skills to interact effectively with peers and adults.

Calibration

The CSBQ-24 questionnaire consists of 24 items, which are rated as follows:
Never = 0
Sometimes = 1
Often = 2

References

Warden, D., Christie, D., Cheyne, B., Fitzpatrick, H., & Reid, K. (2000). The Child Social Behaviour Questionnaire. Glasgow: University of Strathclyde.
Warden, D., Cheyne, B., Christie, D., Fitzpatrick, H., & Reid, K. (2003). Assessing children’s perceptions of prosocial and antisocial behaviour. Educational Psychology, 23, 547–567.