The Rutter Scale far completion by leathers: factor Structure and relationships with cognitive abilities and family adversity for a sample of New Zealand children

Department of Psychiatry, University of Missouri, Columbia, Missouri, United States
Journal of Child Psychology and Psychiatry (Impact Factor: 6.46). 10/1985; 26(5):727-39. DOI: 10.1111/j.1469-7610.1985.tb00587.x
Source: PubMed


A large sample of 7-year-old children (n = 940) was rated by teachers using the Rutter Child Scale B, a 26-item questionnaire covering a variety of behavioural problems. A factor analysis of the data revealed three main factors of interest, identified as aggressiveness, hyperactivity and anxiety-fearfulness. Measures based upon these factors had a reasonably high level of reliability and were moderately stable over a 2-year interval. An analysis of the relationship between these three behavioural measures and some cognitive measures indicated that only hyperactivity was negatively associated with cognitive ability. However, both hyperactivity and aggressiveness were related to adversity in the child's family background. The findings suggest the usefulness of distinguishing between aggressive and hyperactive dimensions of behaviour.

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    • "First, the six-item antisocial behavior subscore of the Rutter scale describes children who frequently fight, steal, tease others, lie, disobey, and destroy property (conduct problems, a = .82). Second, following McGee et al. (1985), we included three items from the Rutter scale (restless, squirmy, and poor concentration) to measure childhood hyperactivity (a = .87). "
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    • "Different traditions of screening have grown up in school and primary care clinics. Screens in schools tend to use a teacher as informant (e.g., Teacher's Report Form [Achenbach, 1991], Rutter B Scale [McGee et al., 1985], Conners Teacher Rating Scale [Conners et al., 1998], or to use child self-report, as for example in screening for suicidality [Shaffer et al., 2004]). On the whole, teachers have done better at identifying children with behavioral problems than children with emotional problems (Kolko and Kazdin, 1993; Verhulst et al., 1994). "
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    • "uma fidedignidade teste-reteste aceitável para 97% dos itens da escala. A variável problema de comportamento foi operacionalizada através da combinação de dois critérios, com base nos escores da ECI: 1) escore maior que 16, caracterizando necessidade de apoio profissional na visão dos pais (Graminha & Coelho, 1994); 2) indicação de problema de conduta, correspondente à média de sete itens: “Fica mau humorado e nervoso (isto é, fica irritado, grita e perde completamente o humor)”; “Ele costuma roubar ou então pegar coisas dos outros às escondidas”; “Briga freqüentemente ou é extremamente briguento com outras crianças”; “Não é uma criança muito querida pelas outras crianças”; “Muitas vezes fala mentira”; “Maltrata as outras crianças”; “Fala palavrões, nomes feios” (Goodman, 1997; McGee e cols., 1985). Os critérios combinados para inclusão nos grupos foram: Inclusão em G1: Crianças sem problemas de comportamento: escore total na ECI igual ou inferior a 16 e escore de problema de conduta situado no limite ou abaixo do percentil 25 da amostra total. "
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