Development of Short and Very Short Forms of the Children's Behavior Questionnaire

By S. Putnam, M. Rothbart. Journal of Personality Assessment, 2006

1,242 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/45261f3c84dbe3a9adfaab9180300c36773e13a4

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Citations in the corpus

Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, neutral): “…of self-regulation have adopted 67 different measures, with the most common being the ‘headtoes-knees-shoulders’ task (Ponitz et al., 2009), subscales of the child behavior questionnaire (Putnam & Rothbart, 2006) and early adolescence temperament questionnaire (Putnam, Ellis, & Rothbart, 2001).”
Linking Maternal Warmth and Responsiveness to Children's Self‐regulation (2011, methodology): “The resulting Cronbach's alpha (.60) was lower than the Cronbach's alpha (.74) reported by Putnam and Rothbart (2006) for the very short form.”
Reactive and Regulative Temperament in Youths: Psychometric Evaluation of the Early Adolescent Temperament Questionnaire-Revised (2009, methodology): “To measure the full range of temperament traits as proposed in Rothbart’s theory, various parent-rating scales have been developed that can be employed in children of various ages (Garnstein and Rothbart 2003; Rothbart 1981; Rothbart et al. 2001; Putnam and Rothbart 2006; Putnam et al. 2006).”
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. (2007, methodology): “Table 1 Preschool and kindergarten Item selection measure of attention shifting Proportion of correct responses on 15 trials, range 0 – 1 Preschool and kindergarten Effortful control Children's Behavior Questionnaire composite of inhibitory control, attention, approach, and anger subscales Factor sc”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Parents at both sites rated children on the Short Form of the Child Behavior Questionnaire (CBQ), a widely used instrument that captures temperament in children over the ages of 3–7 years, with ratings showing strong reliability and validity (Putnam & Rothbart, 2006; Rothbart et al., 2001 ).”
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version. NCES 2015-074. (2015, methodology): “3-31 3-7 Teacher-reported social skills scales variable names, descriptions, value ranges, weighted means, and standard deviations for fall and spring kindergarten, fall and spring first grade, fall and spring second grade, and spring third grade: School years 2010–11, 2011–12, 2012–13, and spring 2”
Emotion and Cognition Processes in Preschool Children (2008, methodology): “The Children’s Behavior Questionnaire (CBQ-Short), developed by Putnam and Rothbart (2003), assesses temperament in 3 to 7 year olds.”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, methodology): “Parents reported on children’s self-regulation via the short form of the Children’s Behavior Questionnaire (CBQ; Putnam and Rothbart 2006).”
Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood (2008, methodology): “Putnam & Rothbart, 2006), subsequent studies of high-risk populations such as those carried out by Victor, Rothbart, and Baker (2006) for combined personality and temperament scales would be informative.”
Maturational changes in frontal EEG alpha and theta activity from infancy into early childhood and the relation with self-regulation in boys and girls (2024, methodology): “For the CBQ-SF, the subscales Attention Focusing ( N = 6 items), Inhibitory Control ( N = 6 items), Perceptual Sensitivity ( N = 6 items), and Low Intensity Pleasure ( N = 8 items) were averaged (Putnam and Rothbart, 2006).”