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INTERNALIZING/EXTERNALIZING BEHAVIOR PROBLEMS
PANEL STUDY OF INCOME DYNAMICS, CHILD DEVELOPMENT SUPPLEMENT
Measure: Item level information regarding problem behaviors
Background
The purpose of the Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID) is to provide researchers with a comprehensive, nationally representative, and longitudinal database of children and their families with which to study the dynamic process of early human capital formation.
In 1997, the Child Development Supplement was added as a supplement to the PSID, which is an ongoing longitudinal survey of a representative sample of American men, women, children, and the families in which they reside. Data on employment, wealth, income, housing, food expenditures, transfer income, and marital and fertility behavior have been collected by the PSID since 1968. Item-level information regarding problem behaviors is in both the Primary Caregiver, Preschool/Daycare Teacher and Elementary/Middle School Teacher questionnaires.
Funding for the CDS was provided primarily by the National Institute of Child Health and Human Development. Additional funding was provided by the William T. Grant Foundation, the Annie E. Casey Foundation, the U.S. Department of Agriculture, and the U.S. Department of Education. The National Science Foundation, along with the Department of Health and Human Services and the National Institute on Aging, also provided financial support. The Survey Research Center at the University of Michigan Institute for Social Research completed data collection.
Population Assessed
The Child Development Supplement targeted 2,390 eligible families: 1,140 (46 percent) White families, 997 (41 percent) Black families, 158 (7 percent) non-White, non-Black Hispanic families, 46 (2 percent) Asian families, 12 (<1 percent) Native American families, and 29 (3 percent) families of other nationalities. Primary caregivers of 3,586 children were interviewed. There were approximately an equal number of boys and girls. The PSID-CDS sample is stratified and the individual strata are weighted to be nationally representative (Hofferth, 1997). The PSID-CDS used the BPI with children ages 3 to 12, though the versions differed slightly, with the school-age children receiving an additional two items pertaining to problems that occur in school.
Periodicity
The sample for this project was drawn from the 1997 PSID interviews. As interviews were completed for the 1997 PSID, households with children who were Family Unit members under the age of 13 were identified for inclusion in the PSID-CDS. The CDS portion of the PSID was repeated in 2001, and comparable items to the 1997 were included in the 2001 update.
Subscales/Components
Not applicable.
Procedures for Administration
Items varied by respondent. Primary caregivers were interviewed with the questionnaire face to face unless logistics did not permit. In those cases interviews were done over the phone. Preschool/Daycare teachers, and elementary/middle school teachers were assessed with a self-administered questionnaires.
Psychometrics/Data Quality
This information is not readily available.
Languages Available
Questionnaires are available in both English and Spanish.
Items Included
Primary Caregiver questionnaire items are as follows:
A24. Had (CHILD) ever seen a psychiatrist, psychologist, doctor, or counselor about an emotional, mental or behavioral problems? (YES or NO)
A24a. When was the last time (CHILD) was seen by a psychiatrist, psychologist, doctor, or counselor about an emotional, mental or behavioral problem? (Open-ended)
From the Preschool/ Daycare and Elementary/Middle School questionnaires, respectively:
A22. Since September 1996, did (Target CHILD) have behavior discipline problems at this program which resulted in the target student’s parents being sent a note or being asked to come and talk with the teacher or director?
A22a. Did this just happen once?;
A24. In this school year, did (Target CHILD) have behavior discipline problems at this program which resulted in the target student’s parents being sent a note or being asked to come and talk with the teacher or director?
A24a. Did this just happen once?
References and Source Documents
Achenbach, T., & Edelbrock, C. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46(1). (No. 188.)
Hofferth, S., Davis-Kean, P., Davis J., & Finkelstein, J. (1997). Child Development Supplement to the Panel Study of Income Dynamics: 1997 User Guide. Retrieved June 6, 2003, from http://www.isr.umich.edu/src/child-development/usergd.html
Peterson, J. L., & Zill, N. (1986). Marital disruption, parent-child relationships, and behavioral problems in children. Journal of Marriage and the Family, 48(2), p.295.
http://www.isr.umich.edu/src/child-development/home.html
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