Eyberg, S. M., & Ross, A. (1978). Assessment of child behavior problems: The validation of a new inventory. Journal of Clinical Child Psychology, 113-116.
Sample:
Participants — 85 2-to-7 year-old children recruited from family clinics, nursery schools, Parent-Child service agencies, psychology clinics and the media.
Race/Ethnicity — Not Specified
Summary:
This study sampled three populations: a "normal" group, a "behavior problem" group drawn from children referred to a psychology clinic for behavior problems, and a "clinic control group" referred to the clinic for intellectual or developmental assessment only. Analysis showed that mothers in the behavior problem group gave significantly higher scores on the number and intensity of behavior problems exhibited by their children, in comparison with mothers in the two control groups. The results suggest that the ECBI is valid for discriminating between children with and without significant behavior problems. This study is limited by a small sample size.
Robinson, E. A., Eyberg, S. M., & Ross, W. A. (1980, Spring). The standardization of an inventory of child conduct problem behaviors. Journal of Clinical Child Psychology, 22-29.
Sample:
Participants — 512 children ages 2 to 12 seen in an Oregon Pediatric Clinic.
Race/Ethnicity — Not Specified
Summary:
Parents completed the ECBI for children attending a pediatric clinic. A second inventory was completed an average of 21 days later, when possible. In order to assess the scale's validity, parents were also asked to indicate if the child had been brought to the clinic for a conduct problem or was currently receiving therapy or medication for a conduct problem. The reliability of each item was examined by looking at the correlation of individual scores with the total scale score, and test-retest reliability was assessed by correlating scores where a second inventory score was available. Validity was measured by comparing scores for children being treated for a conduct problem with those who were not. Evidence indicated that individual scale items and subscales displayed construct validity in the area of "conduct problems," and that the scale showed good internal reliability and test-retest reliability. In addition, children being treated for conduct problems were shown to score higher than those who were not on both Intensity and Problem Scales.
Boggs, S. R., Eyberg, S., & Reynolds, L. A. (1990). Concurrent validity of the Eyberg Child Behavior Inventory, Journal of Clinical Child Psychology, 19(1), 75-78.
Sample:
Participants — 159 children ages 4 to 16 referred for psychological evaluation.
Race/Ethnicity — 87% White, 11% Black, and 2% Other.
Summary:
The purpose of this study was to assess the concurrent validity of the ECBI by comparing scores to those on the Child Behavior Checklist (CBCL) for Ages 4-18. The CBCL is a measure of behavior problems which provides two subscores: An Externalizing score, which represents conduct problem behaviors and an Internalizing score which represents anxious or withdrawn behaviors. Scores were analyzed for children whose mothers or maternal guardians had completed both the CBCL and the ECBI. As expected, both the Intensity and Problem scores of the ECBI were statistically significantly correlated with Externalizing scores on the CBCL. ECBI scores also correlated with Internalizing scores on the CBCL, at a lower level. The authors suggest that this second correlation may reflect the co-occurrence of internalizing and conduct problems in some children, for example those who are depressed.
Funderburk, B. W., Eyberg, S. M., Rich, B. A., & Behar, L. (2003). Further psychometric evaluation of the Eyberg and Behar Rating Scales for parents and teachers of pre-schoolers. Early Education and Development, 14(1), 67-81.
Sample:
Participants — 88 children between 2 and 6 years of age enrolled in a North Carolina preschool.
Race/Ethnicity — Caucasian
Summary:
This study examined the test-retest reliability of the ECBI and its convergent validity with similar measures of conduct problems for use by parents and teachers: the Preschool Behavior Questionnaire (PBQ, parent (P) and teacher (T) versions), and the Sutter-Eyberg Student Behavior Inventory (SESBI) for teachers. Of the 88 participating children, 32 also had completed the ECBI 10 months earlier, providing data about long-term stability. The ECBI was shown to have good test-retest reliability and demonstrated statistically significant convergent validity with PBQ-P scores. However, correlations with intensity and problem scores provided by teachers on the SESBI with the corresponding ECBI scale scores were not statistically significant.
Weis, R., Lovejoy, M. C., & Lundahl, B. W. (2005). Factor structure and discriminative validity of the Eyberg Child Behavior Inventory with young children. Journal of Psychopathology and Behavioral Assessment, 27(4), 269-278.
Sample:
Participants — Factor Analysis: 489 mothers of children aged 2-6 recruited through social service agencies, churches, childcare centers, medical clinics, & newspapers. Discriminant validity: 115 mothers of young children referred to a large outpatient psychology center.
Race/Ethnicity — Factor Analysis: 86% Caucasian, 10% African American, 2% Hispanic, 1% Asian, and 1% Other. Discriminant validity: 68% Caucasian, and 32% African American.
Summary:
This study used archival data from studies of stress, affect and parenting. Part one was a factor analysis that confirmed a three-factor structure for ECBI items: Oppositional Defiant Behavior, Inattentive Behavior, and Conduct Problem Behavior. The second analysis examined the discriminative validity of the ECBI in differentiating children with diagnosed externalizing behaviors from those without. Results showed that the ECBI had good discriminant validity on the Inattentive and Oppositional Defiant components, but that the Conduct Problem component did not show adequate predictive power. Results also suggest that the full scale was more successful in identifying children with externalizing behaviors than the component scores.
Gross, D., Fogg, L., Young, M., Ridge, A., Cowell, J., Sivan, A., & Richardson, R. (2007). Reliability and validity of the Eyberg Child Behavior Inventory with African-American and Latino parents of young children. Research in Nursing and Health, 30, 213-223.
Sample:
Participants — 2-4 year-old children from the Chicago metropolitan area.
Race/Ethnicity — 46.8% Latinos, 28.7% African American, and 24.5% Non-Latino White.
Summary:
This study was designed to examine the convergent validity of the ECBI with the Child Behavior Checklist (CBCL) for Ages 1.5 to 5 Externalizing Scale across a sample including African-American, Latino, and Caucasian children. The study included both English and Spanish translations of the measures. Reliability scores for the ECBI were high across all ethnic groups and the scale showed convergence with the CBCL Externalizing Scale. African American children received statistically significantly lower Intensity scores from their parents than did children in the other groups. In addition, Latino children were more likely to be scored in the clinical range of the Problem scale, which may have been due to Latino parents' greater tendency to score behaviors as problematic even if they rated them as rarely occurring.
