Caregiver Form Printable For Ages 1.5-5 Scoring In Bexar
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If this form requires notarization, complete it online through a secure video call—no need to meet a notary in person or wait for an appointment.
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FAQ
The CBCL is completed by parents or teachers, and measures a wide range of behavioral and emotional problems. The teacher's version focuses on academic performance and adaptive functioning in addition to behavioral and emotional problems.
Professional help If you're finding it hard to cope with the behaviour of your child, ask a GP to refer you to a specialist. The specialist will want to know what situations or people trigger the behaviour, what the early warning signs are, and what happens afterwards.
Response format 3-point Likert scale (0 = “Absent”, 1 = “Occurs sometimes”, 2 = “Occurs often”). Strengths: The CBCL is a valid and reliable measure which is sensitive to change in short interventions.
It also contains two forms—the Teacher's Report Form (TRF), administered to a child's teachers; and the Youth Self Report (YSR), completed by children aged 11 to 18. Apart from the TRF and YSR, a child's parent, family member, or caregiver completes both the Preschool and School-age Checklists.
Although the CBCL does not require administration by a clinician, someone with at least a graduate-level degree—that included coursework in standardized assessments—should administer it. The tool requires approximately 15 minutes for administration.
Teacher's Report Form (TRF) which is completed by teachers for children aged 6-18, and the Youth Self-Report (YSR) for children and young people aged 11-18 years. There is also another version of the CBCL for parents to complete in relation to their 1.5-5-year-olds (the CBCL/1.5-5).
CBCL/1.5-5 - Child Behavior Checklist for Ages 1.5-5. The CBCL/1.5-5 obtains caregivers' ratings of 99 problem items. Items are scored on the following syndrome scales: Emotionally Reactive, Anxious/Depressed, Somatic Complaints, Withdrawn, Attention Problems, Aggressive Behavior, and Sleep Problems.
