Child Behaviour Checklist (CBCL) 1.5-5

Publisher : ASEBA

SKU : PG_CBCL

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SKU
PG_CBCL
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Grouped product items
Product Name Qty
Child Behavior Checklist (CBCL) 1.5-5 Manual

SKU : 508QS

Qualification required
In stock
$104.95
Multicultural Supplement to the Manual for the ASEBA Preschool Forms & Profiles

SKU : 519QS

Qualification required
In stock
$95.00
Child Behavior Checklist (CBCL) 1.5-5 Forms (pkg 50)

SKU : 113QS

Qualification required
In stock
$74.95
Caregiver-Teacher Report (C-TRF) 1.5-5 Forms (pkg 50)

SKU : 115QS

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In stock
$74.95
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Purpose: Obtain parents’, day-care providers', and teachers' ratings of 99 problem items in children

Age: 1.5-5 years

Time: 15-20 minutes

The Child Behavior Checklist 1.5-5 (CBCL 1.5-5) obtains parents’, day-care providers', and teachers' ratings of 99 problem items plus descriptions of problems, disabilities, what concerns respondents most about the child, and the best things about the child.

Three forms are available:

  • Child Behavior Checklist 1.5-5 (CBCL/1.5-5) – Parent Form
  • Caregiver-Teacher Report Form (C-TRF) – Caregiver/Teacher Form
  • Language Development Survey 18-35 months (LDS) - Obtains parents' reports of children's expressive vocabularies and word combinations, plus risk factors for language delays. The LDS can be completed for language delayed older children for comparison with norms up to 35 months.

Syndrome Scales

  • Emotionally Reactive
  • Anxious/Depressed
  • Somatic Complaints
  • Withdrawn
  • Sleep Problems (CBCL only)
  • Attention Problems
  • Aggressive Behavior

DSM-Oriented Scales

These scales comprise CBCL/1½-5-LDS and C-TRF items that psychiatrists and psychologists rated as being very consistent with DSM-5 diagnostic categories.

  • Depressive Problems
  • Anxiety Problems
  • Autism Spectrum Problems
  • Attention Deficit/Hyperactivity Problems
  • Oppositional Defiant Problem

The CBCL 1.5-5 and CTRF 1.5-5 can be administered and scored by hand, or online via ASEBA-WEB. Completed forms may also be scored via ASEBA-PC Software.

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