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Child Behavior Checklist TASK
Unreviewed

The Child Behavior Checklist (CBCL) obtains reports from parents, relatives, and/or guardians about competencies and behavioral or emotional problems relating to social relations and school performance. This metric is intended for ages 6 through 18, and measures anxiety, depression, somatic complaints, social problems, thought and attention problems, and rule-breaking and aggressive behavior.

Alias(es)

CBCL

Definition contributed by Anonymous
Child Behavior Checklist has been asserted to measure the following CONCEPTS
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Phenotypes associated with Child Behavior Checklist

Disorders

No associations have been added.

Traits

No associations have been added.

Behaviors

No associations have been added.


IMPLEMENTATIONS of Child Behavior Checklist
No implementations have been added.
EXTERNAL DATASETS for Child Behavior Checklist
No implementations have been added.
CONDITIONS

Experimental conditions are the subsets of an experiment that define the relevant experimental manipulation.

CONTRASTS

You must specify conditions before you can define contrasts.

conduct problems(edit)
post traumatic stress problems(edit)
obsessive compulsive problems(edit)
thought problems(edit)
social problems(edit)
oppositional defiant problems(edit)
attention deficit hyperactivity(edit)
pervasive developmental score(edit)
anxiety problems(edit)
affective problems(edit)
externalizing problems(edit)
internalizing problems(edit)
aggressive behavior(edit)
attention problems(edit)
sleep problems(edit)
withdrawn(edit)
somatic complaints(edit)
anxious depressed(edit)
emotionally reactive(edit)

In the Cognitive Atlas, we define a contrast as any function over experimental conditions. The simplest contrast is the indicator value for a specific condition; more complex contrasts include linear or nonlinear functions of the indicator across different experimental conditions.

INDICATORS

No indicators have yet been associated.

An indicator is a specific quantitative or qualitative variable that is recorded for analysis. These may include behavioral variables (such as response time, accuracy, or other measures of performance) or physiological variables (including genetics, psychophysiology, or brain imaging data).

Term BIBLIOGRAPHY