Eyberg Child Behavior Inventory Research Articles

Early Identification and Intervention for Behavior Problems in Primary Care: A Comparison of Two Abbreviated Versions of Parent-Child Interaction Therapy

Behavioral screening and preventive intervention were implemented for 3- to 6-year-olds in pediatric primary care with subclinical behavior problems. One hundred eleven children were screened with the Eyberg Child Behavior Inventory. Thirty children who scored within one standard deviation of the normative mean whose mothers indicated wanting help for their child's behavior were randomized to one of two abbreviated versions of Parent-Child Interaction Therapy (PCIT) for use in pediatric primary care: (a) a 4-session group preventive intervention called Primary Care PCIT (PC-PCIT); or (b) written materials describing basic steps of PCIT and guidelines for practice, called PCIT Anticipatory Guidance (PCIT-AG). Decreases in child problem behaviors and ineffective parenting strategies, and increases in parental feelings of control were not significantly different between versions at post-intervention or 6-month follow-up. Changes during intervention were significantly larger for both groups than changes during pretreatment baseline, with moderate to large effect sizes. These brief versions of PCIT are both promising primary care preventive interventions that deserve further study.

The effectiveness of parent – child interaction therapy for children with high functioning autism

The purpose of this study was to examine the effectiveness of Parent - Child Interaction Therapy (PCIT; Eyberg et al, 1995) for young children (ages 3 to 7) with high functioning autism and clinically significant behavioral problems. Four children with their mothers received treatment as an A-B single-subject experimental design and their behavioral problems were assessed 6 times by the Eyberg Child Behavior Inventory (ECBI). Results showed decrease in behavioral problems for all participants following the implementation of PCIT. The implications of the findings, study limitations, and suggestions for future research are discussed.

Identification of Families At Risk for Behavior Problems in Primary Care Settings

Parenting practices and cognitions are associated with child externalizing behavior problems. Parenting programs targeting these areas are effective in improving child behavior but are limited to the extent to which they reach at-risk families. This study compared the parenting practices and cognitions of parents with high and low tolerance for misbehavior to parents of children with clinically significant behavior problems to evaluate the utility of assessing parental tolerance for identifying children at risk for externalizing behavior problems. Participants were 1014 parents of children between the ages of 2 and 16 years presenting for primary care. Parents completed the Eyberg Child Behavior Inventory, Parenting Scale, and Parenting Sense of Competence Scale. Parents with high and low tolerance resembled the clinically significant problem groups in both parental behaviors and cognitions. Differences regarding parental cognitions were consistent across all age groups assessed. This study demonstrated the clinical utility of interpreting caregiver responses to questions about the intensity of their child's behavior problems and parental tolerance for these problems separately. Results indicated that parents with high or low tolerance for their child's behavior are at risk of having children with clinically significant behavior problems. Parents who are concerned about their child's behavior, even if their child does not currently exhibit clinically significant behavior problems, are likely to profit from early intervention for behavior problems.

Parent training for young Norwegian children with ODD and CD problems: Predictors and mediators of treatment outcome

Participants were 121 children, aged 4-8 years referred for conduct problems, and their mothers. A parent training intervention was implemented in two outpatient clinics in Norway. Treatment responders were defined as children scoring below a cut-off on the Eyberg Child Behavior Inventory, a score below an optimal cut-off for children in day-care and school as reported by teachers, in addition to a 30% reduction or greater in observed negative parenting. Self-reported parenting practices were explored as potential mediators. The results of logistic regression analyses showed that high levels of maternal stress, clinical levels of ADHD, and being a girl predicted a poorer outcome in conduct problems at home, while pretreatment clinical levels of ADHD predicted a poorer outcome as perceived by the teachers. Harsh and inconsistent parental disciplining emerged as significant partial mediators of changes in conduct problems, highlighting the importance of altering parenting practices to modify young children's conduct problems.

P03-43 When young children have conduct problems - who are the nonresponders after parent training?

Although most parent training programs produce positive effects, about one third of the children still show conduct problems at clinical levels after treatment.In the present study, predictors and mediators of treatment non-response among children aged 4-8 years were investigated one-year after treatment with the Incredible Years parent training program (PT), or combined parent training and child treatment (PT+CT) in a randomized controlled trial. the study was conducted in two university cities in Norway.KIDDIE-SADS, Eyberg Child Behavior Inventory (ECBI), Child Behavior Checklist (CBCL), Parent Practices Interview (PPI), Parent Stress Index (PSI), Preschool Behavior Questionnaire (PBQ), Teacher Report Form (TRF), were used.Before treatment all children fulfilled the criteria for an ODD diagnosis or a sub-threshold diagnosis. at the one-year follow-up 33 % of the treated children still showed such a diagnosis, and they were defined as treatment non-responders.Both family and child variables predicted treatment non-response at the one-year follow-up, although being involved with the child protection services was found to be the strongest predictor in multivariate analysis. Pretreatment child characteristics predicting treatment non-response at the one-year follow-up were high levels of child internalizing and aggression problems as reported by mothers. Further, mothers of children still showing a ODD diagnosis at the one-year follow-up, reported less change in negative parenting practices as compared to mothers of treatment responders.

Mental Health Services for Preschool Children in Primary Care: A Survey of Maternal Attitudes and Beliefs

This study examined maternal attitudes and practices that may prevent preschoolers from receiving needed mental health services. Mothers of 110 children ages 3-6 completed a survey of maternal attitudes and practices and the Eyberg Child Behavior Inventory (ECBI). Mothers wanted pediatrician assistance with child behavior concerns. Mothers of children with elevated ECBI scores reported most often discussing disruptive behaviors with their pediatrician, and preferred clinician-provided services, whereas mothers of children with normal range ECBI scores most often discussed developmental issues with the pediatrician and preferred parenting help from handouts and books. Mothers reported receiving clinician-provided services almost never. Mothers were open to psychosocial services for child behavior problems, particularly via primary care, and ratings of barriers were relatively low despite reporting infrequent service use. Mothers' responses highlight the need for mental health providers in primary care to ensure accessibility of desired services.

Parents’ description of conduct problems in their children – A test of the Eyberg Child Behavior Inventory (ECBI) in a Swedish sample aged 3–10

The Eyberg Child Behavior Inventory (ECBI) is a widely used 36-item uni-dimensional parent rating scale constructed to measure disruptive behavior problems in children. However, in an American sample a 22-item version, including three subscales, has been suggested in order to increase the usefulness of the ECBI. Two studies were conducted to test the ECBI in a Swedish sample (N = 841). The aims of Study I were (a) examine the psychometric properties of the ECBI (b) to investigate the correspondence between mothers' and fathers' ratings, and (c) to obtain Swedish norms. The aim of Study II was to test the suggested three-factor solution in the Swedish sample using a confirmatory factor analysis (CFA). The ECBI showed good psychometric properties also in the present study, and Swedish normative data is presented. The best-fitting CFA-model was identical to the previously suggested three-factor model, which thus might be a useful alternative to the 36-item version.

Examination of the Eyberg Child Behavior Inventory Discrepancy Hypothesis

ABSTRACT This study examined the Eyberg Child Behavior Inventory (ECBI) discrepancy hypothesis, which asserts that a discrepancy in score elevations on the ECBI Intensity and Problem Scales is related to problematic parenting styles. The Intensity Scale measures the frequency of child disruptive behavior, and the Problem Scale measures parent perception of their child's behavior as problematic. In a sample of 216 female caregivers of 3-to7-year-old children, the magnitude of discrepancy between T scores on the two ECBI scales was found to predict parental tolerance for child misbehavior. A one-standard-deviation difference in ECBI T scores identified (a) parents intolerant of their child's misbehavior when the Problem score was highest and (b) overly permissive parents when the Intensity score was highest.

Analysis of Two Measures of Child Behavior Problems by African American, Latino, and Non-Hispanic Caucasian Parents of Young Children: A Focus Group Study

This study examined how parents from different racial/ethnic, income, and language groups viewed two widely used parent-report measures of child behavior problems, the Child Behavior Checklist and the Eyberg Child Behavior Inventory. Seventy African American, Latino, and non-Latino Caucasian parents of preschoolers stratified by income met in 1 of 15 focus groups to discuss their perceptions of the instruments. Participants agreed that items on these instruments were relevant indicators of child behavior problems. Overall, parents found the items on both instruments useful, comprehensible, and acceptable. The findings support the use of these instruments in pediatric practice with ethnically diverse parents of young children.

Eyberg Child Behavior Inventory (ECBI): Norwegian norms to identify conduct problems in children

This article presents the first Norwegian standardization of an assessment tool specifically designed to measure childhood conduct problems. Norwegian norms for the Eyberg Child Behavior Inventory (ECBI) based on data obtained from a random population sample (N= 4063) of children in the age range of 4 to 12 years are presented. The sample was drawn from rural and urban areas within three Norwegian town districts. Clinical and research advantages of having a properly standardized assessment tool for this specific subclass of childhood psychiatric problems in Norway are discussed.

Pervasive and Non‐pervasive Conduct Problems in a Clinic Sample Aged 4–8 years: Child, family and day‐care/school factors

Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.

Parent Management Training as a Treatment for Children with Oppositional Defiant Disorder Referred to a Mental Health Clinic

Parent Management Training (PMT) has been shown to be an empirically supported intervention in ameliorating antisocial behaviour problems. Less evidence is available to demonstrate the effectiveness of PMT in routine public-health-oriented community-based settings where the presence of comorbid disorders complicates the picture. The current study was undertaken to investigate the effectiveness of PMT as a treatment for primary school-age children with Oppositional Defiant Disorder (ODD) and comorbid disorders offered by clinical staff as part of clinical practice. An Australian sample of 94 parents of children diagnosed with ODD by structured interview was provided with eight sessions of PMT. Measures used to assess changes in child behaviour symptoms were the Eyberg Child Behavior Inventory, the Parent Stress Index Child Domain, and the Child Behavior Checklist. Clinically relevant and statistically significant outcome results were found at posttreatment and at 5 months follow-up. There was a reduction in child symptomatology but no evidence of any effect of comorbidity on outcome. These findings are important for the clinical field as they show that PMT is a robust intervention suitable for routine clinical practice even when comorbid disorders are present in addition to ODD.

Reliability and validity of the eyberg child behavior inventory with African–American and Latino parents of young children

This study evaluated the reliability, equivalence, and convergent validity of the Eyberg Child Behavior Inventory (ECBI) in 682, 2- to 4-year-old children. For analysis, parent informants' data were blocked by race/ethnicity (African-American, Latino, non-Latino White), family income (low versus middle/upper), child's gender, and ECBI language version (English and Spanish). ECBI scales had high internal consistency reliabilities and good convergence with the Child Behavior Checklist/1-5. Some racial/ethnic and income effects were found. There were no mean differences by ECBI language version or by child gender. Using confirmatory factor analysis, a single-factor invariant model of the ECBI Intensity Scale provided a good fit with the data across racial/ethnic and income groups. Implications for using the ECBI to measure behavior problems in young children of color are discussed.

Children aged 4–8 years treated with parent training and child therapy because of conduct problems: generalisation effects to day-care and school settings

In this study, generalisation effects to day-care/school settings were examined in an outpatient clinic sample of 127 children aged 4-8 years treated because of oppositional conduct problems in the home with parent training (PT) and parent training combined with child therapy (CT) ("Incredible Years"). Before treatment all children scored above the 90th percentile on the Eyberg Child Behavior Inventory (ECBI) for home problems, and met criteria for a possible or a confirmed diagnosis of either an oppositional defiant (ODD) or a conduct (CD) disorder. Further, 83% of the children showed clinical levels of conduct problems both at home and in day-care/school before treatment. Although most children improved at home, the majority still showed clinical levels of conduct problems in day-care/school settings after treatment and 1-year later. Combined PT and CT produced the most powerful and significant generalisation effects across the treatment period, however these improvements were not maintained 1-year later for most areas. The results of the present study, therefore, underline the need to target conduct problems not only exhibited at home but also in day-care/school settings, and to develop strategies to maintain positive generalisation effects after treatment for this age and problem-group.

Predicting caregiver-reported behavior problems in cocaine-exposed children at 3 years.

Predictors of caregiver-reported behavior problems for 3-year-olds with prenatal cocaine exposure (PCE) and matched controls were examined using structural equation modeling. We tested whether PCE had a direct effect on child behavior problems in a model that included other prenatal drug exposure, child sex, caregiver depression, and the quality of the child's home environment. The sample (N = 256) was drawn from a longitudinal, prospective study of children of (predominantly crack) cocaine-using women and controls matched on race, socioeconomic status, parity, and pregnancy risk. Child Behavior Problems was modeled as a latent variable composed of the 48-item Conners' Parent Report Scale Conduct Problem and Impulsive-Hyperactive scales and the Eyberg Child Behavior Inventory Intensity scale. Caregiver depression was the only significant predictor of Child Behavior Problems. Mean levels of caregiver self-reported depression and reported child behavior problems did not differ between groups. Mean depression scores were well above the recommended clinical cutoff while mean child behavior problems scores were within normal limits. The model explained 21% of the variance in caregiver-reported child behavior problems in our sample of rural African American, low SES youngsters. Non-maternal caregivers of cocaine-exposed children had significantly lower mean depression scores and mean child behavior problems ratings for 2 of 3 scales used in the study compared to biological mothers of children with PCE and controls. For all groups, much larger proportions of children were rated as having clinically significant behavior problems than would be expected based on the prevalence of behavior problems in the general population.

Family-Centered Intervention for Young Children at-risk for Language and Behavior Problems

This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children’s language and behavior. Forty-one 3–5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent–professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development—Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children’s problems, especially when done as part of a professional collaboration.

Selective mutism: more than social anxiety?

This study investigated the relationship between selective mutism (SM), social phobia (SP), oppositionality, and parenting styles. Twenty-one children with SP, 21 children with SM and SP, and 21 normal children ages 7-15, and the mother of each child, participated in an assessment of psychopathological factors potentially related to SM. Children with SM did not endorse higher levels of social anxiety than did children with SP, although clinicians gave higher severity ratings to those who had both disorders. In addition, although a dimensional measure of oppositionality (Eyberg Child Behavior Inventory) did not reveal group differences, there were significantly more diagnoses of oppositional defiant disorder among children with SM (29%) in comparison to children with SP alone (5%). With respect to parenting styles, there were no significant differences among parents of children with SM and the other groups, except that children with SP reported significantly less warmth/acceptance from parents than normal children. These data replicate previous findings that children with SM do not report greater social anxiety than other children with a SP diagnosis. Furthermore, they suggest that oppositional behaviors may be part of the clinical presentation of a subset of children with SM.

Factor Structure and Discriminative Validity of the Eyberg Child Behavior Inventory With Young Children

This study examined the factor structure and discriminative validity of the Eyberg Child Behavior Inventory (ECBI) with community-based and clinic-referred samples of young children (2–6 years). In the community sample, confirmatory factor analysis indicated a three-factor structure with components reflecting Inattentive, Oppositional Defiant, and Conduct Problem Behavior. In the clinic sample, component scores differentiated children with specific behavior problems from children without significant externalizing symptoms. However, component scores did not differentiate within the externalizing spectrum. The data suggest that ECBI components may be useful to screen community-based and clinic-referred young children for externalizing symptoms, but may be less useful to identify children with specific behavior problems.

The Effectiveness of Group Triple P and the Impact of the Four Telephone Contacts

AbstractThe aim of this study was to determine the efficacy of the four telephone contact sessions that are prescribed as an integral component of the Group Triple P parenting program, and to compare the efficacy of Group Triple P to a waitlist control group. Parents of children aged 2 to 8 years were randomly assigned to one of three conditions: the usual Group Triple P program, consisting of four group sessions and four telephone calls (n = 16); a modified Group Triple P condition, consisting of just the four group sessions (n = 17); or a waitlist control condition (n = 16). Pre- and post-intervention assessments were conducted using the Eyberg Child Behavior Inventory (ECBI), the Depression Anxiety Stress Scales (DASS) and the Parenting Scale (PS). Statistically and clinically significant main effects were found for attending either the full Triple P or the modified Triple P program on both the DASS and the ECBI, but not on the participant's perception of their parenting style (PS). We conclude that (a) the four telephone sessions are not an essential component for the initial effectiveness of the Group Triple P program (though further research needs to explore whether they impact on maintenance of gains), and (b) that Group Triple P is effective in bringing about change, as measured using these self-report instruments.

A positive behavioural intervention for toddlers: parent-child attunement therapy

Parent–child attunement therapy (PCAT) is a promising intervention for toddlers (aged 12–30 months) who have experienced maltreatment. PCAT has two overall purposes: (1) to strengthen caregivers' relationship with their children; and (2) to facilitate caregivers' learning of appropriate child management techniques. PCAT represents an adaptation of parent–child interaction therapy (PCIT), which has been empirically documented in preschool and early elementary schoolchildren to improve behavioural adjustment and engender a stronger bond between caregiver and child. There is, however, a noted paucity of intervention research for toddlers, specifically maltreated toddlers. As toddlerhood represents a critical period for enhancing the relationship between caregivers and children and is a stage when youngsters are at increased risk for maltreatment, the objectives of PCAT become even more salient during the toddler years. The purpose of this study, therefore, is to introduce PCAT and then examine its effectiveness through a single case study of a 23-month-old maltreated toddler and his biological mother. Pre- and post-assessment measures included the Parenting Stress Index, the Dyadic Parent–Child Interaction Coding System (DPICS), the Achenbach Child Behavior Checklist (CBCL), the Emotional Availability (EA) Scales and the Eyberg Child Behavior Inventory (ECBI). The results of this study demonstrate the effectiveness of PCAT in increasing the number of positive caregiver–toddler interactions and enhancing the overall quality of the caregiver–toddler relationship. Practitioners will be able to use the techniques described in this manuscript to improve the parent–toddler relationship and ameliorate many commonly experienced behavioural difficulties found among maltreatment-prone parent–toddler dyads. Therapeutic progress is easily charted so that effectiveness may be documented and termination of therapy may be easily discerned. Copyright © 2005 John Wiley & Sons, Ltd.