THE PORTLAND PROBLEM BEHAVIOR CHECKLIST
STEVEN
A.
WAKSMAN
ROBERT
J.
LOVELAND
Portland, Oregon Oregon
Ciry.
Oregon
The Portland Problem Behavior Checklist (PPBC) is described for aiding school
per-
sonnel in identifying problem behaviors of students. Test reliability and validity data
are reported. The PPBC appears to offer a quick format useful for clinical referrals,
assessment, and initial evaluation.
It is estimated that between
10
and
30%
of all school children have psychological
problems severe enough to require professional intervention services (Berlin,
1975;
Cowen, Dorr, Izzo, Madonia,
&
Trost,
1971;
Miller, Hample, Barrett,
&
Noble,
1971).
However, before any intervention program can be offered, these students must be iden-
tified in such a fashion as to aid in the appropriate prescription of services. Although
numerous school behavior checklists are currently available (e.g., Clarfield,
1974;
Cowen, Dorr, Clarfield, Kreling, McWilliams, Pokracki, Pratt, Terrell,
&
Wilson,
1973;
Ross, Lacey,
&
Parton,
1965;
Rutter,
1967;
Spivack
&
Swift,
1967;
Walker,
1970),
they
do not offer much useful information for the intervening clinician. After these more
traditional checklists or rating scales are completed, it is still necessary for presenting
problems to be pinpointed before more specific interventions can be prescribed and/or
implemented.
The purpose of this study was to design and evaluate the psychometric properties of
a checklist formulated from specific pinpointed problems. It was anticipated that such a
checklist would provide practical information for intervention services as well as offer a
rating scale for assessment and initial evaluation purposes.
METHOD
Development
of
the
Scale
During the
1976-77
school year, teachers referring students to the Multnomah
County School Mental Health Program were asked to state specifically three problems
about which they were most concerned for each referred student.
In
all,
275
specific
problems were submitted. From this large group, the
29
most frequent problems were
selected and included
in
the checklist. Since the School Mental Health Program served
children from all age groups, the items represent concerns of teachers working with Head
Start, elementary, middle school, and high school students. Statements describing com-
mon Head Start, kindergarten, or elementary school problems would be “excessive
crying,” “excessive fears,” or “aggressive (physical).” Common middle school problems
are typically “negativism,” “calls out,” or “distracts others.” Frequent high school
problems are “inattentive
in
class” and “interfering drug abuse.” To allow for a system
of assessment and evaluation to be built into the checklist, there are boxes to rate the
problems on a scale of
0
(no
problem) to
5
(severe problem). It should be kept in mind
that the checklist does not designate a specific treatment approach nor determine a
’
The authors wish to express their appreciation to David Virtue and Kurt Miller
for
their assistance with
Requests for reprints should be sent
to
Steven
A.
Waksman, 2738
N.
E.
Broadway, Portland,
OR
97232.
some of the data collection.
25
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