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자폐스펙트럼장애 진단에서 Child Behavior Checklist 1.5-5 유아 행동평가척도 부모용의 변별력Discriminant Validity of the Child Behavior Checklist for Ages 1.5-5 in Diagnosis of Autism Spectrum Disorder

Other Titles
Discriminant Validity of the Child Behavior Checklist for Ages 1.5-5 in Diagnosis of Autism Spectrum Disorder
Authors
이선희하은혜송동호
Issue Date
Mar-2015
Publisher
대한소아청소년 정신의학회
Citation
소아 청소년 정신의학, v.26, no.1, pp 30 - 37
Pages
8
Journal Title
소아 청소년 정신의학
Volume
26
Number
1
Start Page
30
End Page
37
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/5541
DOI
10.5765/jkacap.2015.26.1.30
ISSN
1225-729X
2233-9183
Abstract
Objectives: The purpose of this study was to verify the validity and clinical cutoff score of the Child Behavior Checklist for ages 1.5-5 (CBCL 1.5-5) for diagnosis of autism spectrum disorder (ASD). Methods: 44 ASD infants and 100 normal infants participated. T-test, discriminant analysis, receiver operating characteristic (ROC) curve analysis, and odds ratio analysis were performed on the data. Results: Discriminant validity was confirmed by mean differences and discriminant analysis on the subscales of Withdrawn, Attention problems, Internalizing problems, Externalizing problems, Total problems, and all Diagnostic and Statistical Manual of Mental Disorders (DSM)-oriented scales between the two groups. ROC curve analysis showed that Withdrawn, Attention problems, Internalizing problems, Externalizing problems, Total problems, DSM pervasive developmental problems, DSM attention deficit/hyperactivity problems, and DSM oppositional defiant problems significantly predicted ASD infants compared to normal infants. In addition, the clinical cutoff score criteria adopted in the Korean CBCL 1.5-5 for subscales of Withdrawn, Attention problems, Internalizing problems, Externalizing problems, Total problems, DSM pervasive developmental problems, DSM attention deficit/hyperactivity problems, and DSM oppositional defiant problems were shown to be valid. Conclusion: The subscales of Withdrawn, Attention problems, Internalizing problems, Externalizing problems, Total problems, DSM pervasive developmental problems, DSM attention deficit/hyperactivity problems, and DSM oppositional defiant problems significantly discriminated for the diagnosis of ASD.
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