Level II
For children who are
screened positively for problems at Level 1, there is a follow up instrument (40 items) that screens for
problems of attention(and hyperactivity), behavior(aggression and opposition), language
and emotional regulation(anxiety and
sadness).
The ABLE level II screen uses a parent self-report
instrument devised to assess six dimensions of mental health which event
identified as principal sources of concern and the most common causes for
referral of preschool children for mental health services. The dimensions
assessed by Level concentrate on social
functioning and the self-regulation of attention behavior and emotions which
are emerging during the preschool period. The specific domains are attention,
aggression, behavior (opposition), language and
emotion regulation (anxiety
–depression). These scales for the mental health screening consist of the
Zill(1985) Problem Behavior Index (attention, social maturity, opposition,
anxious-depressed). Assessment of the
psychometric properties of the BPI provide convincing evidence of its validity
and reliability (Cronbach’s Alpha = .94 total score and .77-.90 for subscales) (Peterson & Zill, 1986; Gortmaker,
Walker, Weitzman & Sobel, 1990)[1] [2] An effort was made to be sure that the DSMIV
criteria for disorders related to the problems were included in the ABLE. Consequently in the ABLE, the Problem
Behavior Index is supplemented with items based on the DSM IV symptoms for the
diagnoses of Oppositional defiant, Conduct and Hyperactivity Disorder. However
ABLE includes only those DSM symptoms
which are age appropriate(e.g. items related to sexual transgressions, drug use
and delinquency are omitted.)[3] To
overcome the limitations associated with the three points frequency rating
typically used in these problem behavior checklists, a five point scale of
problems severity is adopted for this measure. The construct validity of scale
scores was assessed using principal
components factor analysis. Convergent
validity was assessed by comparing these problem ratings to other problem
ratings. Criterion related validity was established by comparing the scores of
children who been referred for mental health problems for children who do not
received referral. Examination of
discriminant validity was assessed by correlating the problem scales with the
competence scales.
[1]
Gortmaker, S.L.,
[2] Peterson, J.L. and Zill, N. (1986). Marital disruption, parent-child relationships and behavior problems in children, Journal of Marriage and the Family. 48, 295-307.
[3] Egger,
H.L. (2002). The Pre-school Age Psychiatric Assessment
(PAPA): A structured parent interview for diagnosing psychiatric disorders in
preschool children. IN R.
Delcarmen-Wiggens and A. Carter (Eds.). A Handbook of Infant and Toddler Mental
Health Assessment. NY: