Child Care and Early Education Research Connections
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Child Behavior Checklist/1.5-5
Resource Type:
Instruments
Alternative Title:
CBCL/1.5-5
Source:
In Manual for the ASEBA preschool forms & profiles: An integrated system of multi-informant assessment. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Caregiver-Teacher Report Form/1½-5
Cumulative parenting stress across the preschool period: Relations to maternal parenting and child behaviour at age 5
Child Behavior Checklist for Ages 2-3
Child Behavior Checklist Teacher's Report Form
Early Head Start: Identifying and serving children with disabilities
Head Start Impact Study: First year findings
Fathers' and mothers' work and family issues as related to internalizing and externalizing behavior of children attending day care
Attention problems in very low birth weight preschoolers: Are new screening measures needed for this special population?
Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence
Individual experiences of children with and without disabilities in early childhood settings
Who drops out of Early Head Start home visiting programs?
Risk for maternal depression and child aggression in Early Head Start families: A test of ecological models
It takes time: Impacts of Early Head Start that lead to reductions in maternal depression two years later
Evaluating the efficacy of the Parents Activate Literacy Skills (PALS) program
Impact of maternal posttraumatic stress disorder and depression following exposure to the September 11 attacks on preschool children's behavior
Preliminary investigation of an early mental health intervention for Head Start programs: Effects of Child Teacher Relationship Training on children's behavior problems
The import of the cortisol rise in child care differs as a function of behavioral inhibition
Head Start and urban children's school readiness: A birth cohort study in 18 cities
The application of the preschool Child Behavior Checklist and the Caregiver-Teacher Report Form to mainland Chinese children: Syndrome structure, gender differences, country effects, and inter-informant agreement
Context-inappropriate anger, emotion knowledge deficits, and negative social experiences in preschool
Effects of a responsiveness-focused intervention in family child care homes on children's executive function
Maternal depressive symptoms and child care during toddlerhood relate to child behavior at age 5 years
Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5
Family subgroups and impacts at ages 2, 3, and 5: Variability by race/ethnicity and demographic risk
Evaluation of Program for Infant/Toddler Care (PITC): An on-site training of caregivers
The Jacksonville Journey Early Learning Program: Evaluation report: Fall 2011
Sustaining the support in four-year-olds in childcare services with the goal of promoting their cognitive and language development
Predicting school readiness for low-income children with disability risks identified early
Program subgroups: Patterns of impacts for home-based, center-based, and mixed-approach programs
Reciprocal relations between student-teacher relationship and children's behavioral problems: Moderation by child-care group size
Links between early care and education experiences birth to age 5 and prekindergarten outcomes
The effects of group daycare in the context of paid maternal leave and high-quality provision
Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior
Early non-parental care and toddler behaviour problems: Links with temperamental negative affectivity and inhibitory control
Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool-aged children
Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs
Creche attendance and children's intelligence and behavior development
The evaluation of behavioural problems in the first three years of life: Comparing parents and early childhood educators
Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training
Income and the development of effortful control as predictors of teacher reports of preschool adjustment
Child care, socio-economic status and problem behavior: A study of gene-environment interaction in young Dutch twins
Dads' Parent Interactions with Children-Checklist of Observations Linked to Outcomes (PICCOLO-D): Developing an observational measure of father-child interaction
Parent-school relationships and young adopted children's psychological adjustment in lesbian-, gay-, and heterosexual-parent families
Bidirectional relationship between language skills and behavior problems in preschool children from low-income families
Preschool-age problem behavior and teacher-child conflict in school: Direct and moderation effects by preschool organization
The relation between Chinese preschoolers' social-emotional competence and preacademic skills
Does early centre-based care have an impact on child cognitive and socio-emotional development?: Evidence from Chile
Pathways to prevention: Early Head Start outcomes in the first three years lead to long-term reductions in child maltreatment
Preparing for Life: Early childhood intervention: Assessing the impact of Preparing for Life at twenty-four months
Theories of change and outcomes in home-based Early Head Start programs
Social, emotional, and behavioral screening: A comparison of two measures and two methods across informants
Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS
Pathways from teacher depression and child-care quality to child behavioral problems
The development and validation of the Behavior and Emotion Expression Observation System to characterize preschoolers' social and emotional interactions
Effectiveness of school-based mental health playgroups for diagnosable and at-risk preschool children
Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial
A model for creating a supportive trauma-informed culture for children in preschool settings
A longitudinal examination of language skills, social skills, and behavior problems of preschool children from low-income families
Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families
Early intervention for preschoolers at risk for Attention Deficit/Hyperactivity Disorder: Preschool First Step to Success
Emotion knowledge and attentional differences in preschoolers showing context-inappropriate anger
Relations between language skills and problem behaviour in preschool children
Family social support buffers the intergenerational association of maternal adverse childhood experiences and preschoolers' externalizing behavior
Quality of care at home and in daycare and social behaviour in early childhood
Characterizing family contextual factors and relationships with child behavior and sleep across the Buffering Toxic Stress Consortium
Child-teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior
Impacts of the Beginning Education: Early Childcare at Home (BEECH) program for family child care providers and young children
Associations between maternal depressive symptoms and child internalizing problems
Universal screening in early childhood populations: A systematic review
Longitudinal parenting pathways linking Early Head Start and kindergarten readiness
Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning
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