Description: The Carey Temperament
Scales (CTS) are sets of items for obtaining parent report
of a child’s temperament. It can be used in research
and/or clinical practice. The CTS uses 75 to 100 descriptions
of behavior to assess the 9 New York Longitudinal Study characteristics
of temperament: (1) activity level, (2) rhythmicity, (3) approach-withdrawal,
(4) adaptability, (5) intensity, (6) mood, (7) attention span
and persistence, (8) distractibility, and (9) sensory threshold.
CTS is comprised of 5 different questionnaires, three of which
are particularly relevant to Early Head Start programs. These
are the Early Infant Temperament Questionnaire (EITQ) for
infants ages 1 to 4 months, the Revised Infant Temperament
Questionnaire (RITQ) for infants ages 4 to 8 months (and applicable,
but not normed, for ages 9 to 11 months), and the Toddler
Temperament Scale (TTS) for children ages 1 to 2 years. The
other two scales, the Behavioral Style Questionnaire (BSQ)
and Middle Childhood Temperament Questionnaire (MCTQ) are
for children ages 3 to 12. Each questionnaire contains up
to 100 items that are rated on a 6-point scale of frequency
ranging from almost never to almost always. These instruments
are designed for caregivers who spend a substantial amount
of time with the child being assessed.
Uses of Information: The CTS
can help care-givers understand a child’s temperament
and behavioral style. The scales can also be used by caregivers
to help place a child in an environment more suitable to the
child’s temperament or to adapt the environment (including
the home and parenting strategies) to the child’s temperament.
Temperament itself is not considered amenable to intervention.
Reliability: (1) Internal consistency
(Cronbach’s alphas): EITQ: scale ranged from .43 to
.76 (median = .62); RITQ: scale ranged from .49 to .71 (median
= .57); TTS: scale ranged from .53 to .86 (median = .70);
BSQ scale ranged from .47 to .80 (median = .70); MCTQ scale
ranged from .71 to .83 (median = .82). (2) Test-retest reliability:
EITQ (20 day test interval): scale ranged from .64 to .79
(median = .68); RITQ (25 day interval): scale ranged from
.66 to .81 (median =.75); TTS (1 month interval): scale ranged
from .69 to .89 (median = .81); BSQ (1 month interval): scale
ranged from .67 to .94 (scale median = .81); MCTQ (75 day
interval): scale ranged from .79 to .93 (median = .88).
Validity: Literature on the
clinical evidence for validity and appropriate use of temperament
data in practice can be found in Coping with Children’s
Temperament (1995), written by Carey and McDevitt or in Developmental-Behavioral
Pediatrics (1992), edited by Levine, Carey, and Crocker.
Method of Scoring: The CTS can
be hand or computer scored. Items are tabulated to yield a
category score for each of the nine areas, which are then
compared to the norms for the category. If using the software,
the Professional Report includes the temperament profile,
raw and standardized scores, individualized interpretive report
and validity checks for social desirability, missing data
and ratings/perceptions discrepancies. The Caregiver Report
contains the temperament profile and an interpretive report
of scores written for the caregiver and personalized with
the child's name and gender.
Interpretability: Category scores
for each of the nine areas can be compared to norms for the
category. The manual gives instructions for interpreting the
results, depending on whether or not the computer or manual
scoring is used. In addition, the authors stress the importance
of supplementing the results from the CTS with information
gathered from interviews, observations, and other information
collected by trained professionals.
Training Support: CTS practice
sets are available through the publisher. Individuals with
questions may email publisher.
Adaptations/Special Instructions for
Individuals with Disabilities: None described. However,
a younger age questionnaire can be used for individuals with
mild delays.
Report Preparation Support: The
manual states that the written report or profile should not
be automatically given to caregivers because they may not
have sufficient information about the limitations of the information.
The professional should exercise his or her judgment when
deciding whether or not to share the written report or
References:
Carey, William B. The Carey Temperament Scales Test Manual.
Scottsdale, AZ: Behavioral-Developmental Initiatives, 2000.
Carey, W.B. and McDevitt, S.C. Coping With Children’s
Temperament: A Guide for Professionals. New York: Basic Books,
1995.
Levine, M.D., W.B. Carey, and A.C. Crocker. Developmental-Behavioral
Pediatrics, 2nd ed. Philadelphia, PA: W.B. Saunders, 1992.
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