Self-Reported Delinquency—Problem Behavior Frequency Scale

Abstract

The Self-Reported Delinquency—Problem Behavior Frequency Scale is a brief, retrospective instrument designed to measure the recent frequency of specific delinquency and problem behaviors among youth. Developed from the foundational work of Jessor and Jessor (1977) on problem behavior and psychological development, this scale assesses the occurrence of eight distinct acts, ranging from minor rule violations (e.g., skipping school) to more serious antisocial behavior (e.g., shoplifting or property damage). Respondents quantify the number of times they engaged in each behavior during the preceding 30 days, utilizing a standardized six-point frequency scale. High composite scores are indicative of higher overall levels of self-reported problem behavior.

Keywords

Delinquency, Problem Behavior Theory, Antisocial Behavior, Youth, Adolescence, Self-Reported Delinquency, Frequency Scale, Rule Breaking, Juvenile Justice.

Authors

Richard Jessor, Shirley L. Jessor

Purpose

The primary purpose of the scale is to quantitatively assess the prevalence and frequency of various delinquent and problematic acts within a defined, recent time frame (the past month). This instrument is crucial for researchers, educators, and clinicians studying the trajectories of adolescent risk behaviors and evaluating the effectiveness of intervention programs targeting behavioral misconduct. By focusing on the frequency rather than just the presence of behavior, the scale provides a nuanced measure of the intensity of involvement in delinquency.

Specifically, the items cover behaviors related to academic misconduct (cheating, skipping school), theft (shoplifting, stealing from peers), property destruction (vandalism), and institutional infractions (suspension). The standardized scoring system allows for easy aggregation of data, facilitating comparative studies across different populations of youth.

Construct

The scale measures the construct of Delinquency and Antisocial Behavior Frequency. This construct is rooted in the broader framework of Jessor and Jessor’s Problem Behavior Theory, which posits that various risk behaviors often co-occur and stem from shared underlying personality, social, and environmental factors. The items selected are representative of overt acts of rule violation and defiance that are commonly observed during adolescence.

The assessment methodology relies on self-reported delinquency, a common approach in criminological and psychological research, which relies on the respondent’s honest disclosure regarding their engagement in illegal or proscribed acts. The frequency rating (1 to 6) transforms qualitative behavior into quantitative data, allowing for robust statistical analysis of behavioral trends and severity.

Validity

Specific detailed validity studies (e.g., criterion, construct, or concurrent validity coefficients) for this extracted, eight-item version of the scale are typically housed within the larger body of work by Jessor and Jessor (1977) and subsequent research utilizing their Problem Behavior Measurement System. Generally, measures derived from the Jessor framework demonstrate high levels of face validity, as the items directly describe illegal or rule-breaking acts. Furthermore, these measures are often validated against external criteria, such as official police records or school disciplinary actions, to establish criterion validity.

Researchers using this instrument should consult the original longitudinal study, *Problem behavior and psychological development: a longitudinal study of youth*, for comprehensive documentation on the psychometric properties established during its initial development and subsequent adaptations. The scale’s inclusion in major compilations, such as the CDC’s compendium, suggests its recognized utility and established relevance in adolescent behavioral research.

Reliability

As with validity, specific reliability coefficients (e.g., Cronbach’s alpha for internal consistency or test-retest reliability) for this exact eight-item scale are not provided in the summary source content. However, the original comprehensive scales used by Jessor and Jessor are known to possess acceptable to strong psychometric properties, consistently demonstrating high internal consistency across diverse samples of youth. The use of a clear, retrospective 30-day timeframe helps standardize respondent memory, which is essential for ensuring reliable self-report data.

To confirm the reliability of this specific adaptation, researchers should perform standard psychometric properties checks, especially when translating or adapting the scale for use in new cultural or clinical contexts. High reliability is essential for ensuring that observed differences in scores truly reflect differences in the frequency of delinquent behavior, rather than measurement error.

Factor Analysis

Although the source content presents the eight items as a single, unidimensional measure of problem behavior frequency, large-scale factor analyses of the comprehensive Problem Behavior Measurement System developed by Jessor and Jessor often reveal several underlying dimensions of risk behavior (e.g., drug use, sexual behavior, and delinquency). For this specific eight-item subscale, it is typically assumed to load onto a single factor representing overt delinquency and conventionality violation.

A confirmatory factor analysis (CFA) would be necessary to verify the unidimensional structure of these eight items when used in isolation. Researchers should verify that the items cohere empirically to form a reliable composite score before summing the responses, ensuring the resulting metric accurately represents a single underlying behavioral construct.

Instrument

Test Type: Self-Report Questionnaire / Frequency Scale

Format: Paper-and-pencil or digital administration, utilizing a six-point frequency response scale.

Language Available: English (Original). Translations may exist in studies utilizing the Jessor framework.

Population Group: Adolescents and Youth

Age Group: Typically utilized with middle school through high school populations (adolescence).

Population Details: This instrument is designed for general populations of youth but is particularly relevant for studies focusing on high-risk youth, school-based interventions, or juvenile justice involvement.

Test Methodology: Respondents are asked to quantify the number of times they performed each delinquent act within the past month (30 days). Scoring is based on a fixed interval scale:

• Never = 1
• 1-2 times = 2
• 3-5 times = 3
• 6-9 times = 4
• 10-19 times = 5
• 20 or more times = 6

Point values for all eight responses are summed to create a total delinquency frequency score. Higher scores indicate greater frequency and severity of self-reported problem behaviors.

Keywords

Adolescent development, Juvenile crime, Vandalism, Shoplifting, School suspension, Problem behavior, Self-report, Psychosocial assessment, Behavioral measurement.

Authors

Author ORCID Identifier: Not publicly provided for this entry.

Affiliation Email addresses: Not publicly provided for this entry.

Correspondence Address: Correspondence should be directed to the academic department associated with the original authors (Jessor, R., & Jessor, S.L., University of Colorado Boulder, circa 1977).

Permissions & Fee and Test Year

Test Year: Derived from work published in 1977.

Permissions and Fees: As this scale is derived from a seminal academic publication and is widely disseminated in research compendiums, it is generally considered to be in the public domain for non-commercial academic research use, though attribution to Jessor and Jessor (1977) is mandatory. Researchers should consult the original publication or the organization providing the test (e.g., CDC) for specific usage permissions.

The instrument is included in the resource: Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools, where it appears on page 209. The original PDF can be downloaded here: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf

Reference’s

Jessor, R., & Jessor, S.L. (1977). Problem behavior and psychological development: a longitudinal study of youth. New York: Academic Press.

Centers for Disease Control and Prevention (CDC). (2007). Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools (p. 209). Atlanta, GA: CDC.

Items of the Self-Reported Delinquency—Problem Behavior Frequency Scale

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

In the last 30 days‚ how many times have you …

1. Been on suspension?
2. Stolen something from another student?
3. Snuck into someplace without paying such as movies‚ onto a bus or subway?
4. Skipped school?
5. Cheated on a test?
6. Taken something from a store without paying for it (shoplifted)?
7. Written things or sprayed paint on walls or sidewalks or cars where you were not supposed to?
8. Damaged school or other property that did not belong to you?