Authors:
Sheila Eyberg and Donna Pincus
Publisher:
Psychological Assessment Resources
(800) 331-TEST
www.parinc.com
Initial Material Cost:
Contact publisher for cost information
Representativeness of Norming Sample:
The ECBI is standardized on socio-economically diverse Caucasian
families and families of other ethnicities with an equal representation
of children between the ages of 2 and 16 years. The SESBI-R
was originally standardized on lower-middle socioeconomic
status (SES) preschoolers. Caution is given regarding the
interpretation of cutoff scores in different geographical
regions.
Languages:
English |
Type of
Assessment:
Direct child assessment and parent report
Age Range and Administration Interval:
2 to 16 years
Personnel, Training, Administration,
and Scoring Requirements:
Tests can be administered and scored by individuals who do
not have clinical training. Completion of the forms requires
at least a 6th grade reading level. Training requires familiarizing
oneself with the manual and questionnaires. The ECBI and SESBI-R
require 10 minutes each to complete and under 5 minutes each
to score. Interpreting the scores requires graduate training
in psychology, counseling, or a closely related field.
Summary
Initial Material Cost: not available
Reliability: 3 (.65 or higher)
Validity: 2 (under .5 for concurrent validity and under .4
for predictive validity)
Norming Sample Characteristics: 2 (not nationally representative)
Ease of Administration and Scoring: 3 (self-administered and
scored by someone with basic clerical skills, but interpreted
by a highly trained individual) |
Description: The ECBI and SESBI-R
are rating scales that assess the severity of conduct problems
in children ages 2 through 16 years as well as the extent
to which parents and teachers find the behaviors troublesome.
The ECBI, which consists of 36 items, is completed by parents
and assesses the frequency of disruptive behaviors occurring
in the home. The SESBI-R, which consists of 38 items, is completed
by teachers and is useful in the assessment of disruptive
behaviors in the school setting. Each test provides an Intensity
Raw Score and a Problem Raw Score.
Uses of Information: Taken together,
the ECBI and SESBI-R have multiple applications, including
use as (1) screening measures in the clinical identification
of children for the diagnosis and treatment of externalizing
behavior problems, (2) screening measures in the identification
of “high-risk” children for delinquency prevention
programs, and (3) outcome measures in evaluations of treatment
programs for conduct-disordered children.
Reliability: (1) Internal consistency
reliability (Cronbach’s alpha): for the ECBI, .95 for
the Intensity scale and .93 for the Problem scale. For the
SESBI-R, .98 for the Intensity scale and .96 for the Problem
Scale. The Intensity scale had a mean item-to-total correlation
of .76, and the Problem scale had a mean item-to-total correlation
of .65. (2) Test-retest reliability: for the ECBI, .75 to
.86 for the Intensity scale and .75 to .88 for the Problem
scale. For the SESBI-R, .87 for the Intensity scale and .93
for the Problem scale. (3) Inter-rater reliability: for the
ECBI, .86 for the Intensity scale and .79 for the Problem
scale. For the SESBI-R, inter-rater reliability for the Intensity
scale was in the .85 to .86 range for the Intensity scale
and was .84 to .87 for the Problem scale.
Validity: (1) Concurrent validity:
for the ECBI, Problem and Intensity scores were significantly
correlated with both the Externalizing scale (.67 and .75,
respectively) and the Internalizing scale (.48 and .41, respectively)
of the Child Behavior Checklist. Also, the ECBI was found
to correlate significantly with the Parenting Stress Index
(PSI): the ECBI Problem and Intensity scores were significantly
correlated with the PSI Child Domain scores (.45 and .45,
respectively). The scores obtained on the SESBI, SESBI-R,
and the Revised Edition of the School Observation Scale (REDSOCS)
in the regular classroom were significantly related to off-task
and inappropriate behavior categories, but not to noncompliance.
(2) Predictive validity: For the SESBI-R, correlations between
scores and both the child’s number of school suspensions
and the number of referrals to the school principal for conduct
problems were .26 to .39 one year later and .21 to .36 two
years later.
Method of Scoring: Each behavior
is rated on two scales: a 7-point Intensity scale assesses
how often the behaviors currently occur in the home or school
setting (1 means “never,” 4 means “sometimes,”
and 7 means “always”) and a Problem scale (Yes/No)
identifies whether the child’s behavior is problematic
for the parent or teacher. Scores are computed by summing
the Intensity scale scores on each page for pages 1 and 2.
Similarly, the number of “Yes” responses are summed
to come up with a separate Problem scale total for pages 1
and 2. To obtain the Intensity Raw score, the Intensity scale
scores from pages 1 and 2 are summed. To obtain the Problem
raw score, the Problem scale scores from pages 1 and 2 are
summed.
Interpretability: Both the ECBI
and SESBI-R are continuous in that higher scores on the scale
indicate a greater level of conduct-disordered behavior and
a greater impact on the parent or teacher. Comparison with
normative data in Chapter 3 of the manual allows for more
specific examination of the significance of scores, especially
in cases where the cutoff score of either scale has been exceeded.
T-score conversions for the raw scores are provided in the
appendices of the manual (Appendices C, D, E, and F). T-score
conversions for either of the scales that are greater than
or equal to 60 are clinically significant. T-Scores below
60 are within the normal range. Caution is issued when interpreting
SESBI-R cutoff scores because the author’s analyses
with the SESBI-R suggest that for the kinds of behaviors assessed,
there is wide variability both within and between geographic
locations. Therefore, clinicians should adjust cutoff levels
based on local norms as needed.
Training Support: None described.
Adaptations/Special Instructions for
Individuals with Disabilities: None described.
Report Preparation Support: Two
case studies are presented in the examiner’s manual.
References:
Eyberg, Sheila, and Donna Pincus. The ECBI & SESBI-R:
Eyberg Child Behavior and Sutter-Eyberg Student Behavior
Inventory-Revised: Professional Manual. Odessa: Psychological
Assessment Resources, 1999.
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