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INTERNALIZING/EXTERNALIZING BEHAVIOR PROBLEMS
NATIONAL STUDY OF CHILD CARE FOR LOW-INCOME FAMILIES
Measure: Item-level information regarding problem behaviors might possibly be taken from items within the Emotion Regulation Checklist (Shields & Cicchetti, 1995—adapted by Abt Associates) [The exact nature of the adaptations by Abt to this measure are unclear. The validity of using regulation items as possible behavior problems items is also unclear]
Background
The National Study of Child Care for Low-Income Families is a study of how states and communities implement policies and programs to meet the child care needs of low-income families, including those moving from welfare to work. The study examines how policies change over time and the effect of relationships between policies and other factors on the type, amount, and cost of care in communities. It also examines factors that affect the decisions low-income families make about child care and what role child care subsidies have on the families’ decisions. The study also provides insights into the characteristics and functioning of family child care (a little studied type of care frequently used by low-income families) and the experiences of parents and their children with this form of care. For instance, the study will address the extent to which family child care meets parents’ work-related needs and children’s needs.
The study, funded through the Administration for Children and Families of the Department of Health and Human Services, is being conducted by Abt Associates in Cambridge, Massachusetts, and the National Center for Children in Poverty at Columbia University’s Joseph Mailman School of Public Health in New York City.
The measure discussed here, the Emotion Regulation Checklist, was adapted by Abt Associates from the original measure by Shields and Cicchetti (1995). The original measure did not purport to assess problem behaviors as a construct, but items on this scale may be seen as relevant to child problem behavior. Items from this measure could, perhaps, be used toward creating a problem behavior scale upon proper validation.
Population Assessed
The National Study of Child Care for Low-Income Families is a nonexperimental, longitudinal 5-year research effort in 25 communities within 17 States. “Information for the study is collected at three levels, with nested samples of communities within States and families and providers within communities. The first level is a sample of 25 communities in 17 states. The communities were selected to be a nationally representative sample of counties with child poverty rates above 14 percent, but these communities are not intended to be nationally representative of all 50 states” (Department of Health and Human Services, 2003).
At the family level, various samples were created to meet the needs of specific research questions. The sample in which this particular measure was used was a sample of 650 low-income families who used family child care . These 650 families were selected from the total study sample (2,500 families from 25 communities) based on their use of family child care and having a child between the ages of 1 and 9. The total study sample was stratified by subsidy status and age of child. The sample considered here consisted of families who were all receiving subsidies, a group of 325 families with children between the ages of 1 and 5 and 325 with children between the ages of 6 and 9 (Department of Health and Human Services, 2000).
Periodicity
This information is not readily available
Subscales/Components
Information given is for items from the Emotion Regulation Checklist. Information on scales used in the NSCCLIF is not publicly available. The original version of this measure did not contain scales of problem behavior. Original scales included Emotion Modulation, Flexibility/ Situational Appropriateness of Emotion, and Organization.
Procedures for Administration
The Emotion Regulation Checklist was administered via interview with both the focal child’s parent and family caregiver. No other information is currently available.
Psychometrics/Data Quality
This information is not publicly available.
Languages Available
No information on versions in different languages is publicly available.
Items Included
Items are identical for both the parent and family caregiver versions of the interview. In both cases, respondents are asked to answer questions regarding the child’s behavior or general demeanor on a 4-point Likert-type scale: 1 = “Rarely/Never,” 2 = “Sometimes,” 3 = “Often,” 4 = “Almost Always.” Items presented are from the adapted version of the Emotion Regulation Checklist.
- Is a cheerful child.
- Has wild mood swings (changes unexpectedly from a good to a bad mood).
- Responds positively when adults approach him/her in a friendly or neutral way.
- Moves easily from one activity to another; doesn’t become angry, anxious, upset, or overly excited when changing activities.
- Gets over it quickly when he/she is upset or unhappy (doesn’t pout, remain sullen, anxious or sad after upsetting events).
- Is easily frustrated.
- Responds positively when another child approaches him/her in a friendly or neutral way.
- Is likely to have an angry outburst or easily throws tantrums.
- Is able to wait for what he/she wants.
- Seeing others unhappy gives him/her pleasure (e.g., laughs when someone gets hurt or punished, enjoys teasing others).
- Can keep his/her excitement under control (e.g., doesn’t get “carried away” in high-energy play situations or overly excited when it is not appropriate).
- Is whiny of clingy with adults.
- Is likely to have outbursts of energy and exuberance (or excitement) that are disruptive.
- Responds angrily when an adult sets limits.
- Is able to say when he/she is feeling sad, angry or made, fearful or afraid.
- Seems sad or without energy.
- When [CHILD] tries to play with others, he/she is overly exuberant (overly-excited).
- Seems unemotional (e.g., child’s expression is vacant or inexpressive; child seems emotionally absent).
- When another child attempts in a friendly or neutral way to get [CHILD] to play or join in, he/she responds negatively (e.g., may speak in angry tone of voice or respond fearfully).
- Is impulsive; does things without thinking.
- Shares in feelings of others; shows concern when others are upset or unhappy
- Displays excitement or enthusiasm that upsets or intrudes on others.
- When another child acts aggressively toward child, he/she reacts appropriately (e.g., expresses anger, fear, frustration distress but does not return aggression).
- When [CHILD] tries to get others to play, he/she shows negative emotion (anger, fear, frustration, distress).
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