Children’s Behavior Questionnaire – Short Form

Abstract

The Children’s Behavior Questionnaire – Short Form (CBQ-SF), abbreviated as the Rothbart CBQ-SF, is a widely utilized psychological scale designed to measure individual differences in temperament among young children. Developed by Rothbart and colleagues, the CBQ-SF is a shorter, more efficient derivative of the comprehensive Children’s Behavior Questionnaire (CBQ). This parent-report instrument assesses fifteen distinct dimensions of temperament, ranging from attentional control and activity level to various forms of emotional reactivity and regulation. It is primarily used in developmental and clinical research to provide reliable measures of foundational personality traits in early childhood.

Keywords

Temperament, Children’s Behavior Questionnaire, CBQ-SF, Parent-Report, Child Development, Effortful Control, Negative Affectivity, Surgency, Personality, Psychological Assessment

Authors

Mary K. Rothbart, S. A. Ahadi, K. L. Hershey, P. Fisher, Samuel P. Putnam

Purpose

The primary purpose of the Children’s Behavior Questionnaire – Short Form is to provide a comprehensive yet time-efficient measure of the individual differences in temperament observed in children, typically those aged 3 to 7 years. The scale allows researchers and practitioners to quantify specific behavioral tendencies and emotional responses reported by parents, which are believed to be biologically based and relatively stable over time. By utilizing a shortened format, the CBQ-SF facilitates large-scale studies and longitudinal research where respondent burden must be minimized, while still capturing the breadth of the original Children’s Behavior Questionnaire (CBQ).

Construct

The CBQ-SF measures temperament, defined within the theoretical framework of Mary Rothbart as constitutionally based individual differences in reactivity and self-regulation. Reactivity refers to the excitability and responsiveness of the physiological and behavioral systems (e.g., intensity, duration, and threshold of response), while self-regulation involves processes that modulate this reactivity (e.g., attentional control).

The scale is structured to assess fifteen specific lower-order dimensions, which typically load onto three broader, higher-order factors: Surgency/Extraversion (e.g., approach, high intensity pleasure), Negative Affectivity (e.g., fear, sadness, frustration), and Effortful Control (e.g., inhibitory control, attentional control). These constructs are central to understanding developmental trajectories and predicting later social and emotional outcomes.

Validity

The validity of the CBQ-SF is supported by its strong theoretical grounding in Rothbart’s model of temperament, which has demonstrated consistency across numerous studies. The development of the Short Form relied on item selection based on high factor loadings and strong correlations with the respective full-scale dimensions of the original CBQ. Factor analysis studies confirm that the shortened versions maintain the factorial structure (the 15 dimensions) of the full instrument. Furthermore, the CBQ-SF demonstrates good predictive and concurrent validity, correlating meaningfully with observed child behaviors and other measures of social competence and adjustment.

Reliability

The reliability of the Children’s Behavior Questionnaire – Short Form has been extensively studied, particularly regarding internal consistency and temporal stability. Research, including the development work by Putnam and Rothbart (2006), indicates acceptable to strong internal consistency (Cronbach’s alpha) for the individual temperament scales derived from the short form, although the coefficients for some narrow scales may be lower than those found in the longer CBQ due to the reduced number of items per subscale. The stability of scores over short and long periods supports the view that the CBQ-SF captures enduring aspects of child temperament.

Factor Analysis

The CBQ-SF was developed using rigorous statistical methods, including factor analysis, to ensure that the shorter subset of items accurately reflects the underlying structure of the original CBQ. The analysis generally supports a structure comprising 15 primary temperament dimensions. These dimensions are crucial for detailed assessment:

• Activity Level
• Anger/Frustration
• Approach/Positive Anticipation
• Attentional Control
• Discomfort
• Falling Reactivity/Soothability
• Fear
• High Intensity Pleasure
• Impulsivity
• Inhibitory Control
• Low Intensity Pleasure
• Perceptual Sensitivity
• Sadness
• Smiling and Laughter
• Shyness

Instrument

Test Type: Parent-report psychological questionnaire (Temperament scale)

Format: 7-point Likert scale, ranging from ‘extremely untrue of your child’ (1) to ‘extremely true of your child’ (7), plus a ‘Not Applicable’ (NA) option.

Language Available: English (and numerous translations are available via the official CBQ website).

Population Group: Children

Age Group: Typically 3 to 7 years old (Preschool and early school-age children).

Population Details: The scale is designed for use by parents or primary caregivers who can reliably report on the child’s typical behavior across various settings.

Test Methodology: Parents rate the frequency or intensity of specific behaviors observed in their child over the preceding months.

Keywords

Psychological testing, Child behavior, Emotional regulation, CBQ, Behavioral assessment, Developmental psychology, Individual differences, Temperament dimensions, Likert scale

Authors

Author ORCID Identifier: N/A (Information not provided in source material)

Affiliation Email addresses: Contact for inquiries: [email protected] (Samuel Putnam)

Correspondence Address: Department of Psychology, Bowdoin College, 6900 College Station, Brunswick, ME 04011 (Contact: Samuel Putnam)

Permissions & Fee and Test Year

The Children’s Behavior Questionnaire – Short Form (CBQ-SF) is intended primarily for academic and research purposes only. Researchers interested in utilizing the instrument must typically complete a request form detailing their proposed use of the measures. Users are requested to inform the corresponding authors of the results of their project as they relate to the temperament scales to help coordinate validation efforts.

The original conceptualization of the full CBQ was published in 1994 (Rothbart, Ahadi, & Hershey), with further investigations and refinement published in 2001 (Rothbart, Ahadi, Hershey, & Fisher). The specific development and validation of the Short Form (CBQ-SF) and Very Short Form (CBQ-VSF) were published in 2006 (Putnam & Rothbart).

The original PDF of an early version of the instrument can be downloaded here: http://childcare.wceruw.org/pdf/1stgrade/childrens_behavior_questionnaire.pdf

Reference’s

• Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21-39.
• Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at 3-7 years: The Children’s Behavior Questionnaire. Child Development, 72, 1394-1408
• Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87 (1), 103-113.

Items of the Children’s Behavior Questionnaire – Short Form

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

Parent Version

My child:

1. Seems to always be in a big hurry to get from one place to another
2. Likes going down high slides or other adventurous activities
3. Likes the sound of words, as in nursery rhymes
4. Gets so worked up before an exciting event that s/he has trouble sitting still
5. Seems to listen to even quiet sounds
6. Cries sadly when a favorite toy gets lost or broken
7. Rarely gets irritated when s/he makes a mistake
8. Calms down quickly following an exciting event
9. Seems to be at ease with almost any person
10. When s/he sees a toy s/he wants, gets very excited about getting it
11. Likes being sung to
12. Tends to run rather than walk from room to room
13. Has a hard time following instructions
14. Notices the smoothness or roughness of objects she touches
15. Enjoys taking warm baths
16. Has temper tantrums when she doesn’t get what s/he wants
17. ‘When s/he wants to do something, she talks about little else
18. Doesn’t care for rough and rowdy games
19. When practicing an activity, has a hard time keeping her/his mind on it
20. Tends to feel “down” at the end of an exciting day
21. If upset, cheers up quickly when s/he thinks about something else
22. Acts very friendly and outgoing with new children
23. Will move from one task to another without completing any of them
24. Usually doesn’t comment on changes in parents’ appearance
25. Moves about actively (runs, climbs, jumps) when playing in the house
26. Is afraid of loud noises
27. Has a hard time settling down after an exciting activity
28. Joins others quickly and comfortably, even when they are strangers
29. Does not like to take chances for the fun and excitement of it
30. Falls asleep within ten minutes of going to bed at night
31. Gets quite frustrated when prevented from doing something s/he wants to do
32. Seems to forget a bump or scrape after a couple of minutes
33. Becomes upset when loved relatives or friends are getting ready to leave following a visit
34. Is not afraid of the dark
35. Does not usually become tearful when tired
36. Comments when a parent has changed his/her appearance
37. Doesn’t care much for quiet games
38. Can wait before entering into new activities if s/he is asked to
39. Gets angry when s/he can’t find something s/he wants to play with
40. Her/his feelings are easily hurt by what parents say
41. Enjoys exciting and suspenseful TV shows
42. Is very frightened by nightmares
43. Has difficulty waiting in line for something
44. Enjoys sitting on parent’s lap
45. Becomes tearful when told to do something s/he does not want to do
46. Becomes very excited while planning for trips
47. Rarely cries for more than a couple of minutes at a time
48. Prefers -quiet activities to active games
49. Notices when parents are wearing new clothing
50. Acts shy around new people
51. as trouble sitting still when s/he is told to (at movies, church, etc.)
52. Rarely cries when s/he hears a sad story
53. Rarely becomes upset when watching a sad event in a TV show
54. Is quickly aware of some new item in the living room
55. Becomes very excited before an outing (e.g. picnic, party)
56. Is comfortable asking other children to play
57. Enjoys looking at picture books
58. Enjoys meeting Santa Claus or other strangers in costumes
59. When drawing or coloring in a book, shows strong concentration
60. Plays games slowly and deliberately
61. Sometimes appears downcast for no reason
62. Likes to go high and fast when pushed on a swing
63. Becomes easily frustrated when tired
64. Talks easily to new people
65. Is very difficult to soothe when s/he has become upset
66. Is afraid of the dark
67. Enjoys riding a tricycle or bicycle fast and recklessly
68. Is usually pretty calm before leaving on an outing (e-g., picnic, party)
69. Is good at following instructions
70. Is rarely frightened by “monsters” seen on TV or at movies
71. When building or putting something together, becomes very involved in what s/he is doing, and works for long periods
72. Does not seem to notice parents’ facial expressions
73. Isn’t interested in watching quiet TV shows such as “Mister Rogers”
74. Doesn’t enjoy being read to very much
75. Rarely becomes discouraged when s/he has trouble making something work
76. Rarely protests when another child takes his/her toy away
77. When angry about something, s/he tends to stay upset for ten minutes or longer
78. Doesn’t usually react to different textures in food
79. Is not afraid of heights
80. Shows great excitement when opening a present
81. Can easily stop an activity when s/he is told “no.”
82. Enjoys activities such as being chased, spun around by the arms, etc.
83. Is easily distracted when listening to a story
84. Is full of energy, even in the evening
85. Changes from being upset to feeling much better within a few minutes
86. Easily gets irritated when s/he has trouble with some task (e.g., building, drawing, dressing)
87. Enjoys exploring new places
88. Enjoys just being talked to
89. Gets angry when called in from play before s/he is ready to quit
90. Enjoys “snuggling up” next to a parent or baby-sitter
91. Is usually able to resist temptation when told s/he is not supposed to do something
92. Has a hard time going back to sleep after waking in the night
93. Has difficulty sitting still at dinner
94. Enjoys being in crowds of people
95. Likes to sit quietly and watch people do things
96. Doesn’t usually notice odors such as perfume, smoke, cooking, etc.
97. Gets mad when provoked by other children
98. Has a hard time concentrating on an activity when there are distracting noises
99. Notices even little specks of dirt on objects
100. Is not very sensitive to people’s moods
101. Rarely hits other children, even when angry
102. Rarely asks for help in dressing
103. Looks pleased when other people act happy
104. Rarely yells at others even when s/he is upset
105. Is sensitive to how others are feeling
106. Sometimes blames other people when s/he has made a mistake
107. Sometimes throws things when angry
108. Doesn’t seem very upset when caught doing something wrong
109. Rarely asks for help in finding clothes
110. Feels good when good things happen to characters on TV
111. Seems to feel guilty when s/he has broken a rule
112. Seems to feel bad about doing something wrong even after being forgiven
113. Asks for help when s/he is afraid
114. Criticizes others when s/he is angry
115. Asks other children to help her/him with projects
116. Sometimes blames him/herself when something goes wrong
117. Does not usually become distressed when other children are upset
118. Confesses s/he has done something wrong before parent finds out
119. Becomes very ashamed if s/he makes a mistake in public
120. Rarely seeks help when s/he is having trouble with something
121. Doesn’t act very upset when s/he has done something wrong
122. Usually tries to work out difficulties alone and rarely asks for help
123. Sometimes starts fights with other children
124. Sometimes asks for help in things she is able to do . (e.g., cutting up food)
125. Becomes upset when s/he thinks someone else has been hurt
126. Takes toys away from other children
127. Usually asks for help on difficult tasks
128. Does not seem to be very upset when parents are in a bad mood
129. Sometimes breaks things when upset