Objective: The purpose of this research was adaptation and finding psychometric properties of Child Behavior Checklist (CBCL), Youth Self-report (YSR), and Teacher's Report Forms (TRF) for Farsi-speaking children. Method: The forms were completed for 1437 (748 boys and 689 girls) students in Tehran by their parents, teachers, and by the students. The sample was selected by means of multistage stratified random method Classical test theory was used to estimate psychometric properties of items and scales of the forms. Internal consistency of each scale was obtained by using Cronbach alpha for each gender and age group. Results: Ranges of these coefficients were .63 to .95. To examine stability of the forms, 134 subjects were selected randomly from the normative sample and the forms were completed for them with an interval of 5 to 8 weeks. Cross-informant agreement was examine. Ranges of these coefficients were .09 to .67. Content, criterion and construct validity of the forms were studied by appropriate methods, including inter-correlation of scales, item-total correlation, group discrimination, discrimination power, and factor analysis. Conclusion: The results showed that reliability and validity of all three forms were high and they could be used to assess emotional and behavioural problems of children aged 6 - 18 years.      

Objective: This research examined factorial invariance of Child Behavior Checklist by using confirmatory factor analysis.Method: The form was administered on a sample of non-referred students (697 boys and 650 girls) which were selected from primary, secondary and high schools of the city of Tehran. The sample was selected by means of multistage stratified random method. To estimate parameters and fitting a 8 correlated syndrome model, weighted least square (WLS) function was used. The adequacy and fitting the model was assessed by RMSEA, SRMR, CFI, TLI, GFI, and AGFI indices. Results: The findings indicated that Achenbach's 8 correlated factor models have good fit with data. This finding provides evidence about internal construct validity of CBCL. In addition, the results showed none of syndromes overlapped completely, indicating that syndromes were empirically distinguishable and possessed discriminate validity. Conclusion: The results of this study supported fitting of the Achenbach model to our data and CBCL could be used to assess emotional and behavioral problems of children aged 6-18 years.

Objectives: The Purpose of this study was the standardization of the Child Behavior Checklist (CBCL), in the city of Isfahan.Method: Subjects consisted of 1880 seven to eleven -year old schoolchildren in Isfahan, in addition to their parents and teachers. Data were gathered using the Youth Self- Report (YSR), the Child Behavior Checklist (CBCL) and the Teacher's Report Form (TRF).The CBCL itself comprises two sections, namely, skills and behavioral and emotional problems. Subsequent to back-translation and the assessment of face validity, the Farsi version of the checklist was administered to the subjects. Data were analyzed by SPSS-17 using Pearson’s correlation.Results: The highest Cronbach’s alpha for parent, teacher and child forms were 0.90, 0.93, and 0.82 respectively. Regarding construct validity, the correlation of the subscales of the section of behavioral and emotional problems, and its total score in parent, teacher and child forms were 0.62-0.88, 0.44-0.91 and 0.51-0.85 respectively. Also, the correlation of the subscales of the skills section and its total score in parent, teacher and child forms were 0.24-0.82, 0.77-0.93 and 0.64-0.87 respectively.Conclusion: Cronbach’s alpha, correlation between the forms, and correlation between the subscales and the total score of the related sections, point to the construct validity and appropriate reliability of this tool, for the assessment of skills and behavioral problems of these children.

Objective: The purpose of this research was adaptation and standardization of Child Symptom Inventory-4 (CSI-4). Method: 1134 students aging  6 to 12 years old were selected from primary and secondary schools, and assigned in two groups: Normal, (N = 715 from mainstream schools of Tehran) and children with emotional and behavioral disorders (N = 419), from four hospitals in Tehran. The parents and teachers questionnaires of the inventory were filled by mothers and fathers. After studying the psychometric characteristics of the questionnaire (reliability by the internal correlation, internal consistency of coefficient) and validity (Content validity, criterion validity and differentiated validity, the results showed that internal consistency (for severe scores) for disorders of CSI-4 suggested correlation between items and the same underlying structure for scale items. Results: The comments and the positive judgments of professionals related to the content of CSI-4 with the tested area has validated content validity of the questionnaire as a tool for identification and screening the behavioral and emotional disorders in children. Comparing the scores of categories of questionnaire with the psychiatric-based diagnosis, criterion validity was assessed and high sensitivity and specificity of the most of the disorders of the questionnaire, particularly parents' questionnaire, suggests criterion validity of this instrument. The significant difference of the scores for normal and clinical groups, for all disorders, shows the differentiated validity. Finally, symptom severity scores for each category were translated to the standards scores and tables’ standards for parent’s and teacher’s questionnaires for both boys & girls were provided. Conclusion: This study supports that CSI-4 could be used to identify and screen children with emotional and behavioral disorders.

Objective: The aim of this study was to investigate the effectiveness of positive parenting training on parent-child interaction and children's behavioral problems with external problems. Method: The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of the study was all students with externalized problems in the third and fourth grades of elementary school in Isfahan in the academic year 1399-99. Thirty of these students were selected by available sampling method and randomly assigned to experimental and control groups (each group consisted of 15 students). The experimental group received positive parenting training and the control group did not receive any intervention. Research instruments included the Ross Mother-Child Relationship Questionnaire (1988) and the Achenbach Child List-Parents' Prescription (Achenbach and Rescular, 2007). Findings: Multivariate analysis of covariance was used to analyze the research data. Data were analyzed using SPSS-22 software. The results showed that positive parenting training significantly increases parent-child interaction and reduces behavioral problems (social problems, ignoring rules and aggressive behaviors) of children with externalized problems (P = 0. 0001). Conclusion: As a result, it can be said that positive parenting training is a good approach to increase parent-child interaction and reduce children's behavioral problems with externalized problems.

Externalizing disorder refers to a group of behavioral and emotional problems in young people. Interventions and treatment are necessary for these children. This study aimed to compare the effectiveness of child-centered playtherapy and filial therapy in reducingexternalizingproblems inchildren. To achieve this purpose, atfirst, using the Eyberg Child Behavior Inventory (Eyberg, Ross, 1978) 300children who were7-8years of agewere tested and amongthosewith highscores, 12 children who obtained the highest score of externalizingscale of the child Behavior Checklist (CBCL; Achenbach and Rescorla, 2001) were selectedas the sample group. Children were randomly assigned to intervention groups: child-centered play therapy and filial therapy. In child-centered play therapy group, each child participated in 16 sessions play therapy (each lasted 45 minutes) and in filial group, mothers received eight group sessions. In child-centered play therapy, mothers completed CBC Lagain at the end of forth, eighth, twelfth and sixteenth and in filial therapy, they did this at the end of second, fourth, sixth and eighth sessions. Repeated measures ANOVA revealed significant difference between play therapy and filial therapy in decreasing externalizing problems and filial therapy was more effective. Then, filial therapy can be considered suitable alternative for child-centered play therapy that reduces child’s problems in shorter time and thereby increases the effectivenessof treatment.

Objective: This study investigates prevalence of children with behavioral disorders in primary schools in Tehran.Method: 1273 students were selected randomly, and their teachers completed Child Behavior Checklists (CBCL).Results: Results indicated that 20.3 percent of children have behavioral disorders based on clinical classification. Also 5.8 percent of students are borderline classification. The most frequent disorder in clinical classification is internalizing behavioral disorders and the least frequent disorder is anxiety. The most frequent problem in borderline group is depression and the lowest frequent problem is thinking problem.Conclusion: The findings emphasize on the necessity of serious related interventions for these children.

Disobedience in children is caused by affective defects such as lack of empathy which can be remedied through teaching. To assess the effectiveness of a course on empathy for preschoolers, known as the Giraffe’s Language, a group of thirty 5-6 year olds who had exhibited signs of disobedience was randomly divided into two groups of equal size, one of which went through a ten session course on empathy with each session being of 45 minutes length. Both groups’ empathy was measured before and after the course implementation utilizing the Achenbach’s Checklist with assumed validity. Data analyses revealed, as expected, that the experimental group showed significantly less disobedience after the course. Thus the effectiveness of the said course was confirmed.

The behavior of the child is one of the important dimensions of his mental health and will have significant results in his future life markedly. The purpose of this study was to investigate the effectiveness of aerobic exercises on stress, anxiety and depression in children with inferiority behavioral disorder. 30 students with inferiority behavioral disorder were selected by Using of cluster sampling. To measure the research variables Achenbach Child Behavior Checklist and the des-form questionnaire of 21 questions were used. The executive protocol also included an aerobic exercise in 12 sessions of 60 minutes. Covariance analysis showed that there was a significant difference between the mean post-test scores of the experimental group and the control group's post-test, in the amount of stress, anxiety and depression. Therefore, aerobic exercises are beneficial to reduce the stress, anxiety and depression of children with inborn behavioral disorders.