Perception of Problem Behavior Scale

Abstract

The Perception of Problem Behavior Scale (PPBS) is a standardized, self-report psychometric instrument designed to capture an individual’s subjective orientation toward and willingness to engage in various forms of problem behavior. Primarily developed and validated for use with youth and adolescent populations, the scale moves beyond mere behavioral frequency by evaluating the internal cognitive processes related to actions such as impulsivity, aggression, and disruptive conduct.

The PPBS is structurally multidimensional, organized into three distinct subscales: Self-Perception of Problem Behavior, Perceived Social Acceptance, and Perceived Social Impact. This comprehensive framework allows the instrument to effectively measure not only the perceived acceptability of deviant actions but also the critical cognitive and social context surrounding them, thereby providing valuable data for risk assessment and the development of targeted intervention strategies.

Keywords

Problem Behavior, Antisocial Behavior, Deviance, Self-Report, Adolescent Psychology, Social Perception, Impulsivity, Aggression, Delinquency assessment, Youth violence, Subjective experience.

Authors

Rolf Loeber, David P. Farrington, Magda Stouthamer-Loeber, Wim B. Van Kammen.

Purpose

The primary objective of the Perception of Problem Behavior Scale (PPBS) is to quantify the individual’s internalized degree of perceived acceptability and willingness regarding engagement in problematic or delinquent activities. The instrument is crucial for uncovering the underlying internal reasoning, justification, and attitudes that precede or accompany behaviors likely to result in adverse social or legal consequences.

Beyond simply tracking the frequency of actions, the PPBS aims to elucidate the individual’s subjective experience of these behaviors and, critically, how they anticipate or perceive the social environment’s reaction. This includes assessing their perception of acceptance and support from key social circles, such as peers and family, which is vital information for understanding the initiation, maintenance, and potential escalation of antisocial behavior patterns over the developmental trajectory.

Construct

The PPBS is fundamentally built upon the complex construct of perceived behavioral deviance and the surrounding social and cognitive context that influences behavior. The scale operationalizes this construct through three core, interrelated subscales, ensuring a comprehensive assessment:

• Self-Perception of Problem Behavior: This dimension assesses the individual’s direct internal judgment of their own actions. It gauges whether they view specific behaviors (such as fighting, lying, or rule-breaking) as acceptable or problematic, and measures their perception of the immediate consequences stemming from these actions.
• Perceived Social Acceptance: This component evaluates the individual’s belief system concerning the support, approval, or acceptance they receive from their immediate social circles, including peers and family, particularly when considering their engagement in problem behavior.
• Perceived Social Impact: This subscale measures the individual’s awareness, understanding, and perception of how their actions affect the people around them. It serves as a measure of perceived external consequences and the impact on interpersonal relationships, especially within the context of the family unit and peer group.

Validity

Extensive research, notably within the framework of the longitudinal Pittsburgh Youth Study, has firmly established the PPBS as a valid instrument for assessing an individual’s subjective orientation toward problem behavior. The scale’s capacity to capture the internalization of social norms and attitudes related to deviance provides strong predictive validity concerning future engagement in delinquent and aggressive acts.

The validity is further supported by the clear theoretical distinction and empirical separation between the three subscales. These dimensions align robustly with established models of adolescent development and social learning theory, demonstrating that individual perceptions of behavior, social acceptance, and social impact are distinct, yet highly correlated, predictors of subsequent behavioral outcomes.

Reliability

The Perception of Problem Behavior Scale has been consistently reported as a reliable measure across various studies, including critical longitudinal research projects. The instrument demonstrates sufficient internal consistency for both the overall scale score and its respective subscales, meeting the standards required for rigorous academic and clinical research applications. This consistency ensures that the instrument reliably measures the intended underlying constructs of behavioral perception across different populations and measurement periods.

Factor Analysis

Psychometric evaluation confirms that the PPBS is factorially structured into the three specified subscales, validating the conceptualization that the perception of problem behavior is a multidimensional construct. Although the scale is typically administered using an 18-item format, factor analytic studies consistently isolate the dimensions of self-perception, social acceptance, and social impact as independent yet correlated factors that contribute uniquely to the assessment of behavioral risk.

Instrument

Test Type: Psychometric Scale, Self-report Questionnaire

Format: Pencil and paper self-report.

Language Available: English.

Population Group: Youth and Adolescents, often utilized in longitudinal studies tracking participants into adulthood.

Age Group: Initiated in late childhood through early adolescence (e.g., across grades 1, 4, and 7).

Population Details: Male students initially in grades 1, 4, and 7 in 1987 or 1988, tracked through major developmental and longitudinal studies such as the Pittsburgh Youth Study.

Test Methodology: Items are typically scored dichotomously (Yes = 1; No = 0). A total score is calculated, with a maximum possible score of 18 (based on the standard item list). Higher scores indicate a greater perceived willingness, acceptability, and justification for engaging in problem behavior.

Keywords

Delinquency assessment, Youth violence, Social support, Peer influence, Adolescent risk behavior, Subjective experience, Pittsburgh Youth Study, Developmental psychopathology.

Authors

Author ORCID Identifier: Information Not Provided

Affiliation Email addresses: Information Not Provided

Correspondence Address: Information Not Provided

Permissions & Fee and Test Year

The Perception of Problem Behavior Scale (PPBS) was featured in key academic publications starting in the late 1990s (e.g., Loeber et al., 1998) and is widely referenced in literature focusing on developmental psychopathology and adolescent risk assessment. The instrument is generally considered part of the public domain for academic research use, often accessed through compendiums.

The full instrument, including scoring instructions, can be located on pages 120-121 of the resource entitled Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools, published by the Centers for Disease Control and Prevention (CDC). The original PDF can be downloaded here: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf

Reference’s

Loeber R, Farrington DP, Stouthamer-Loeber M, Van Kammen WB. Antisocial behavior and mental health problems: explanatory factors in childhood and adolescence. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.

Centers for Disease Control and Prevention (CDC). Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools. Available online at: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf

Items of the Perception of Problem Behavior Scale

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Is it all right for you …

1. To miss school if you are not sick?
2. To keep things that you find in the street?
3. To yell and argue to solve a conflict?
4. To carry matches or a lighter with you?
5. To choose your own friends‚ even if your parents don’t like them?
6. To take a drink of alcohol?
7. To not tell your parents what you are doing?
8. To drive a car on your own before age 16?
9. To fight kids who call you names?
10. To have friends your parents do not approve of?
11. To smoke?
12. To take something from people who would not miss it?
13. To experiment with drugs?
14. To steal under certain circumstances?
15. To get into fist fights with your friends?
16. To tell a little lie?
17. To rebel against your parents?
18. To use your fists to resolve a conflict?