{"id":64,"date":"2015-06-09T14:18:30","date_gmt":"2015-06-09T14:18:30","guid":{"rendered":"https:\/\/researchbdev.wpengine.com\/rothbart-temperament-questionnaires\/?page_id=64"},"modified":"2024-08-12T20:33:53","modified_gmt":"2024-08-12T20:33:53","slug":"the-childrens-behavior-questionnaire","status":"publish","type":"page","link":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/instrument-descriptions\/the-childrens-behavior-questionnaire\/","title":{"rendered":"The Children&#8217;s Behavior Questionnaire (CBQ)"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-67\" src=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2015\/06\/childres-behavior.jpg\" alt=\"Perceptual sensitivity with a kitten\" width=\"312\" height=\"293\" srcset=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2015\/06\/childres-behavior.jpg 312w, https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2015\/06\/childres-behavior-300x282.jpg 300w, https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2015\/06\/childres-behavior-250x235.jpg 250w\" sizes=\"auto, (max-width: 312px) 100vw, 312px\" \/> The CBQ is a highly differentiated assessment of temperament in early to middle childhood.\u00a0 Temperament dimensions for which CBQ scales have been developed have been adapted from dimensions we have studied in both adults and infants.\u00a0 Three factors have been reliably recovered from this instrument, labeled Negative Affectivity, Surgency Extraversion, and Effortful Control.\u00a0 The CBQ is currently widely used in developmental research. Along with Samuel Putnam, Dr. Rothbart has developed short and very short versions of the instrument. In addition, a teacher-report version of the CBQ Short Form has been created by Hedy Teglasi.<\/p>\n<h3><\/h3>\n<h3><span class=\"style1\">The following non-English versions of the CBQ forms are available for download: <\/span><\/h3>\n<ul>\n<li><strong>Arabic<\/strong> versions of the CBQ <strong>Standard (boys&#8217; and girls&#8217;), Short,\u00a0<\/strong>and<strong> Very Short <\/strong>Forms, <em>translated by Mirjana Majdandzic, Waleed Al-faisal, and Karakhalil <\/em><\/li>\n<li>A <strong>Catalan<\/strong> version of the CBQ <strong>Short<\/strong> Form, <em>translated by Nuria de la Osa and colleagues at Unitat d&#8217;Epidemiologia i Diagnostic en Psicopatologia del\u00a0Desenvolupament . Universitat Autonoma de Barcelona<\/em><\/li>\n<li><strong>Chinese<\/strong> versions of the CBQ <strong>Standard, <\/strong><strong>Short, and Very Short Parent Forms; and Short Teacher-Report Form<\/strong>, <em>translated by Li Qu, Gao Shan, Li Hong, and Philip Zelazo (standard), Linman Li and Guangheng Dong (short) and Song Fang (teacher-report). \u00a0Selection and minor modifications to create Very Short form conducted by Longfeng Li, Zhang Xiao and Bai Liu.<br \/>\n<\/em><\/li>\n<li>A <strong>Chinese (Taiwan usage)<\/strong> version of the <strong>Standard<\/strong> CBQ, <em>translated by Leng-Ling Lay (National Taiwan University), Kung-Yu Hsu (Fo Guang University), and Yunn-Ru Chen (National Taiwan University)<\/em><\/li>\n<li>A <strong>Czech<\/strong> version of the CBQ\u00a0<strong>Very Short Form<\/strong>, <em>translated by Lea Tak\u00e1cs, Jan Havl\u00ed\u010dek, Zuzana \u0160t\u011brbov\u00e1, Milo\u0148 Potm\u011b\u0161il, Petra Potm\u011b\u0161ilov\u00e1, Lenka Martinec Nov\u00e1kov\u00e1, Filip Smol\u00edk, and Daniela Sobotkov\u00e1<\/em><\/li>\n<li>A <strong>Danish<\/strong> version of the CBQ <strong>Very Short Form<\/strong>, translated by <em>Marianne Thode Krogh<\/em>.<\/li>\n<li><strong>Dutch<\/strong> versions of the CBQ <strong>Standard,\u00a0<\/strong><strong>Short, Very Short\u00a0<\/strong>Forms<strong>, <\/strong>each with <strong>girls&#8217; and boys&#8217; <\/strong>versions, <em>translated by Mirjana Majdandzic<\/em><\/li>\n<li>A <strong>Filipino-Tagalog<\/strong> version of the <strong>Very Short<\/strong> CBQ, <em>translated by Diane Subega<\/em>.<\/li>\n<li>A <strong>Finnish<\/strong> version of the CBQ <strong>Standard<\/strong> Form, <em>translated by Katri Raikkonen-Talvitie and the Developmental Psychology Research Group of University of Helsinki <\/em><\/li>\n<li><strong>French (Quebec)<\/strong> versions of the <strong>Short and Very Short<\/strong> CBQ, <em>translated by Francis Lafortune, Michele Dery, and Pierrete Verlaan <\/em><\/li>\n<li><strong>German<\/strong> versions of the <strong>Standard, Short, and Very Short<\/strong> CBQ, <em>translated by Franziska Nikolaizig <\/em><\/li>\n<li>A <strong>Greek<\/strong> version of the <strong>Very Short<\/strong> CBQ, <em>translated by Argyri Eirini <\/em><\/li>\n<li><strong>Hebrew<\/strong> versions of the <strong>Standard, Short, and Very Short<\/strong> CBQ, <em>translated by Andrea Berger <\/em><\/li>\n<li>A <strong>Hindi<\/strong> version of the <strong>Very Short<\/strong> CBQ, <em>translated by Tripti Verma, Ganga Tiwari and Bhoomika R Kar<\/em>.<\/li>\n<li><strong>Italian<\/strong> versions of the <strong>Short and Very Shor<\/strong>t CBQ, plus long form effortful control items and extra scales <em>translated by Giada Matricardi <\/em><\/li>\n<li><strong>Japanese<\/strong> versions of the CBQ <strong>Standard <\/strong>and<strong> Short <\/strong>Forms and <strong>additional scales<\/strong>, <em>translated by Emiko Kusanagi<\/em><\/li>\n<li>A <strong>Korean\u00a0<\/strong>version of the CBQ <strong>Standard <\/strong>and<strong> Very Short Form<\/strong>, translated by\u00a0<em>Ji-Young Lim and Yun-Jun Bae.\u00a0<\/em> VSF created from translation by Eunkyung Shin.<\/li>\n<li>A <strong>Korean\u00a0<\/strong>version of the CBQ <strong>Short Form Teacher Report<\/strong>, adapted from Lim &amp; Bae&#8217;s translation by <em>Youlmi Bae<\/em>.<\/li>\n<li>A <strong>Korean<\/strong> version of the CBQ <strong>additional scales<\/strong>. Translated by <em>Youlmi Bae<\/em>.<\/li>\n<li>A <strong>Lithuanian<\/strong> version of the <strong>Standard<\/strong> CBQ, translated by <em>Vilma Zukauskiene and\u00a0Dalia Nasvytien\u0117<\/em><\/li>\n<li>A <strong>Malaysian<\/strong> version of the <strong>CBQ Very Short Form<\/strong>, translated by <em>Masadliahani Masduki<\/em>.<\/li>\n<li>A <strong>Norwegian<\/strong> version of the <strong>Standard<\/strong> CBQ, <em>translated by Anne Mari Torgersen <\/em><\/li>\n<li><strong>Norwegian<\/strong> versions of the CBQ <strong>Short and Very Short <\/strong>Form, <em>translated by Ellen Beate Sandseter<\/em><\/li>\n<li>A <strong>Persian<\/strong> version of the CBQ <strong>Short<\/strong> Form, <em>translated by Ali Nouri and Fattaneh Smaeili<\/em><\/li>\n<li>A <strong>Persian<\/strong> version of the CBQ <strong>Standard<\/strong> Form,<em> translated by Golnoosh Golmohamadi and Farhad Sakhai<\/em>.<\/li>\n<li><strong>Polish<\/strong> versions of the <strong>Short<\/strong> and <strong>Very Short<\/strong> CBQ, <em>translated by Jan Cieciuch<\/em><em> and Klaudia Latkowska<\/em><\/li>\n<li>A <strong>Polish<\/strong> version of the <strong>Teacher<\/strong> CBQ, <em>translated by Natalia Maja Jozefacka<\/em>.<\/li>\n<li><strong>Portuguese (Brazilian)<\/strong> versions of the CBQ <strong>Standard, Short, and Very Short <\/strong>Forms, <em>translated by Vivian Caroline Klein and Maria Beatriz Martins Linhares.<br \/>\n<\/em><\/li>\n<li>A <strong>Portuguese (European)<\/strong> version of the CBQ <strong>Short<\/strong> Form, <em>adapted by Luisa Barros<\/em>.<\/li>\n<li><strong>Romanian<\/strong> version of the <strong>Standard<\/strong> CBQ, <em>translated by Oana Benga<\/em><\/li>\n<li><strong>Serbian-Bosnian<\/strong> versions of the <strong>Standard\u00a0<\/strong>and\u00a0<strong>Short<\/strong> CBQ, <em>Short form\u00a0translated by\u00a0<span dir=\"ltr\">Sini\u0161a Laki\u0107,\u00a0Slavica Tutnjevi\u0107, and\u00a0Snje\u017eana Mi\u0161\u010devi\u0107; Standard form translated by Olja Borovnica.<\/span><\/em><\/li>\n<li>A<strong> Sinhala<\/strong> version of the CBQ <strong>Short<\/strong> Form,<em> translated for Dilini De Silva by uncredited translators in Sri Lanka<\/em><\/li>\n<li><strong>Spanish (European)\u00a0<\/strong>versions of the <strong>Standard, Short, and Very Short <\/strong>CBQ, <em>Translated by GIPSE (el Grupo de Investigaci\u00f3n en Psicolog\u00edaEvolutiva at the University of Murcia, Spain) under the supervision of Jose Antonio Carranza<\/em><\/li>\n<li>A <strong>Spanish (Mexican)<\/strong> version of the <strong>Very Short<\/strong> CBQ, translated by <em>Fernando Salinas-Quiroz<\/em>.<\/li>\n<li>A <strong>Spanish (Mexican)<\/strong> version of the <strong>Standard<\/strong> CBQ, translated by\u00a0<em><span dir=\"ltr\">Alberto Falc\u00f3n Albarr\u00e1n, Valeria Miramontes and Feri Domm.<\/span><\/em><\/li>\n<li>A <strong>Syrian<\/strong> version of the <strong>Standard<\/strong> CBQ, <em>translated by Mirjana Majdandzic, Waleed Al-faisal, and Karakhalil<\/em><\/li>\n<li>A <strong>Swedish<\/strong> version of the <strong>Very Short<\/strong> CBQ, translated by\u00a0<em>Tommie Forslund, Matilda Frick, Maria Johansson, &amp; Karin Brocki<\/em><\/li>\n<li>A <strong>Thai<\/strong> version of the <strong>Very Short CBQ<\/strong>, translated by <em>Nuanchan Chutabhakdikul, Orapin Lertawasadatrakul and Irravadee Makris<\/em>.<\/li>\n<li>A <strong>Turkish<\/strong> version of the <strong>Short<\/strong> CBQ, <em>translated by Burcu Akin Sari<\/em><\/li>\n<li><strong>Urdu <\/strong>versions of the <strong>Very Short<\/strong> CBQ,<em> translated by Nadia Ijaz and Arifa Siddique under the supervision of Prof. Dr. Rukhsana Kausar, with additional adaptations by Attiya Siraj under the supervision of Dr. Humaira Jami; <\/em>and the<strong> teacher-report Short<\/strong> CBQ, translated by <em>Abia Nazim<\/em><\/li>\n<\/ul>\n<h3>The Questionnaire<\/h3>\n<p>The Children&#8217;s Behavior Questionnaire has been designed to measure temperament in children aged 3 to 7 years. The CBQ assesses the following fifteen dimensions of temperament:<\/p>\n<ul>\n<li><b>Activity Level:<\/b>\u00a0 Level of gross motor activity including rate and extent of locomotion.<\/li>\n<li><b>Anger\/Frustration:<\/b>\u00a0 Amount of negative affect related to interruption of ongoing tasks or goal blocking.<\/li>\n<li><b>Approach: <\/b>Amount of excitement and positive anticipation for expected pleasurable activities.<\/li>\n<li><b>Attentional Focusing:<\/b> Tendency to maintain attentional focus upon task-related channels.<\/li>\n<li><b>Discomfort:<\/b> Amount of negative affect related to sensory qualities of stimulation, including intensity, rate or complexity of light, movement, sound, and texture.<\/li>\n<li><b>Falling Reactivity &amp; Soothability:<\/b>\u00a0 Rate of recovery from peak distress, excitement, or general arousal.<\/li>\n<li><b>Fear:<\/b> Amount of negative affect, including unease, worry or nervousness related to anticipated pain or distress and\/or potentially threatening situations.<\/li>\n<li><b>High Intensity Pleasure:<\/b> Amount of pleasure or enjoyment related to situations involving high stimulus intensity, rate, complexity, novelty, and incongruity.<\/li>\n<li><b>Impulsivity:<\/b>\u00a0 Speed of response initiation.<\/li>\n<li><b>Inhibitory Control:<\/b> The capacity to plan and to suppress inappropriate approach responses under instructions or in novel or uncertain situations.<\/li>\n<li><b>Low Intensity Pleasure:<\/b>\u00a0 Amount of pleasure or enjoyment related to situations involving low stimulus intensity, rate, complexity, novelty, and incongruity.<\/li>\n<li><b>Perceptual Sensitivity:<\/b> Amount of detection of slight, low intensity stimuli from the external environment.<\/li>\n<li><b>Sadness:<\/b> Amount of negative affect and lowered mood and energy related to exposure to suffering, disappointment, and object loss.<\/li>\n<li><b>Shyness:<\/b>Slow or inhibited approach in situations involving novelty or uncertainty.<\/li>\n<li><b>Smiling &amp; Laughter:<\/b>\u00a0 Amount of positive affect in response to changes in stimulus intensity, rate, complexity, and incongruity.<\/li>\n<\/ul>\n<hr \/>\n<p>For questions regarding the <strong>CBQ<\/strong>, <strong>CBQ-SF<\/strong>, or <strong>CBQ-VSF<\/strong>, contact <a href=\"mailto:sputnam@bowdoin.edu\">Samuel Putnam<\/a> at sputnam@bowdoin.edu (postal mail: Department of Psychology, Bowdoin College, 6900 College Station, Brunswick, ME 04011)<\/p>\n<p>Please note that these questionnaires are to be used for research purposes only. If you are interested in acquiring current versions of these instruments, we request that you first complete our <a href=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/request-forms\/\">request form<\/a>, providing us with a brief description of your plans for use of the measures. Following the completion of your research, we request that you contact us to inform us of the results of your project as they relate to the temperament scales.In this way, we hope to coordinate attempts at validation of the scales.<\/p>\n<p>Documentation:<\/p>\n<p><a href=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2016\/09\/CBQ_paper.pdf\">Rothbart, M. K., Ahadi, S. A., Hershey, K. L., &amp; Fisher,\u00a0P. (2001). Investigations of temperament at 3-7 years:\u00a0The Children&#8217;s Behavior Questionnaire. <em>Child\u00a0Development, 72<\/em>, 1394-1408.<\/a><\/p>\n<p><span class=\"MsoNormal\"><a href=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2016\/09\/cbq_short_form_paper.pdf\">Putnam, S. P., &amp; Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children&#8217;s Behavior Questionnaire. <em>Journal of Personality Assessment, 87 (1)<\/em>, 103-113.<\/a><\/span><\/p>\n<p>T<a href=\"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/files\/2022\/04\/teglasi-2015.pdf\">eglasi, H., Schussler, L., Gifford, K., Annotti, L.A., Sanders, C. &amp; Liu, H. (2015). Child Behavior Questionnaire-Short Form for Teachers: Informant Correspondences and Divergences. <em>Assessment, 22<\/em>, 730-748.<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The CBQ is a highly differentiated assessment of temperament in early to middle childhood.\u00a0 Temperament dimensions for which CBQ scales have been developed have been adapted from dimensions we have studied in both adults and infants.\u00a0 Three factors have been reliably recovered from this instrument, labeled Negative Affectivity, Surgency Extraversion, and Effortful Control.\u00a0 The CBQ [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":16,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-64","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/pages\/64","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/comments?post=64"}],"version-history":[{"count":0,"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/pages\/64\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/pages\/16"}],"wp:attachment":[{"href":"https:\/\/research.bowdoin.edu\/rothbart-temperament-questionnaires\/wp-json\/wp\/v2\/media?parent=64"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}