Research Article
Issue Date: July/August 2017
Published Online: May 25, 2017
Updated: April 30, 2020
Child’s Challenging Behaviour Scale, Version 2 (CCBS–2): Psychometric Evaluation With Young Children
Helen Bourke-Taylor; Julie Pallant; Reinie Cordier
Author Affiliations
  • Helen Bourke-Taylor, PhD, is Associate Professor, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia; helen.bourke-taylor@monash.edu
  • Julie Pallant, PhD, is Adjunct Associate Professor, Menzies Health Institute Queensland, School of Nursing and Midwifery, Griffith University, South Brisbane, Queensland, Australia
  • Reinie Cordier, PhD, is Associate Professor, School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Bentley, Western Australia, Australia
Article Information
Assessment Development and Testing / Mental Health / Pediatric Evaluation and Intervention / Rehabilitation, Participation, and Disability / Children and Youth
Research Article   |   May 25, 2017
Child’s Challenging Behaviour Scale, Version 2 (CCBS–2): Psychometric Evaluation With Young Children
American Journal of Occupational Therapy, May 2017, Vol. 71, 7104220010. https://doi.org/10.5014/ajot.2017.021733
American Journal of Occupational Therapy, May 2017, Vol. 71, 7104220010. https://doi.org/10.5014/ajot.2017.021733
Abstract

OBJECTIVE. In this article, we evaluate psychometric properties of the Child’s Challenging Behaviour Scale, Version 2 (CCBS–2) with mothers of young, typically developing children.

METHOD. A cross-sectional mail survey with Australian mothers (N = 337) included the CCBS–2, the Depression Anxiety Stress Scales, and the Parents’ Evaluation of Developmental Status scale.

RESULTS. Internal consistency was good, and no gender differences in CCBS–2 scores were significant. Significant results included differences between CCBS–2 scores: among children grouped according to age, among children grouped according to pre– and post–school entry, among mothers grouped according to extent of any symptom type, and between this sample and a previously collected age-matched sample of children with disabilities.

CONCLUSION. Of the properties tested, results support sound psychometrics. The CCBS–2 can be used to differentiate children according to age, school entry, and disability as well as to identify families for potential services in behavior management and mental health.