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Self-Reported Delinquency – Problem Behavior Frequency Scale
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About Self-Reported Delinquency – Problem Behavior Frequency Scale
Scale Name
Self-Reported Delinquency – Problem Behavior Frequency Scale
Author Details
Multisite Violence Prevention Project (2004), adapted from Richard Jessor and Shirley L. Jessor (1977)
Translation Availability
English
Background/Description
The Self-Reported Delinquency – Problem Behavior Frequency Scale, developed by the Multisite Violence Prevention Project (MVPP) in 2004 and adapted from Jessor and Jessor’s (1977) Problem Behavior Theory framework, is a self-report questionnaire designed to measure the frequency of delinquency behaviors among middle school students in grades 6-8 (ages 11-14). Published in American Journal of Preventive Medicine (MVPP, 2004), the scale assesses behaviors such as suspension, stealing, shoplifting, and cheating, aligning with problem behavior theory, which links delinquency to a syndrome of deviant acts influenced by social, psychological, and environmental factors. The MVPP used this scale to evaluate violence prevention interventions across multiple urban sites, focusing on high-risk youth.
The scale comprises items (exact number not specified, likely 10-15 based on adaptations) rated on a frequency scale (e.g., 0 = “never” to 4 = “very often” over the past 30 days), assessing specific delinquent acts (e.g., “How often have you been suspended from school?” or “How often have you stolen something?”). Scores are summed or averaged, with higher scores indicating greater delinquency. Validated in diverse urban middle school samples, it is used to study delinquency prevalence, evaluate intervention outcomes, and identify risk profiles.
Psychologists, educators, and violence prevention researchers use the scale to assess problem behaviors, inform school-based interventions, and study correlates of delinquency. Its moderate internal consistency and adolescent focus are strengths, though its English-only availability and specific age range may limit broader use.
Administration, Scoring and Interpretation
- Obtain a copy of the scale from primary sources, such as MVPP (2004) in American Journal of Preventive Medicine (Vol. 26, pp. 7-14) or Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (p. 122, available at http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses past behaviors to support positive development, emphasizing confidentiality and using age-appropriate, non-judgmental language.
- Provide instructions, asking students to rate the frequency of engaging in each delinquent behavior over the past 30 days, using the frequency scale.
- Approximate time for completion is 5-7 minutes, depending on the number of items and reading ability.
- Administer in a classroom or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Problem Behavior Frequency Scale demonstrates acceptable psychometric properties, as reported in MVPP (2004). Internal consistency is moderate, with a Cronbach’s alpha of 0.76, indicating reasonable item cohesion for a delinquency measure, though slightly lower than ideal due to the diversity of behaviors assessed. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar delinquency scales (r ≈ 0.60-0.80 over weeks).
Convergent validity is supported by correlations with related constructs, such as peer delinquency (r ≈ 0.30-0.50) and aggression, consistent with problem behavior theory (Jessor & Jessor, 1977). Discriminant validity is inferred from weaker correlations with unrelated constructs, like academic performance (r < 0.30). Criterion validity is demonstrated by its ability to detect changes in delinquency post-intervention and predict risk behaviors in MVPP studies. Factor analyses are not detailed, but the scale’s structure aligns with delinquency constructs, supporting construct validity. The moderate reliability suggests cautious use, ideally paired with multi-informant data or measures like the Youth Risk Behavior Survey.
Available Versions
08-Items
Reference
Project, M. V. P. (2004). The multisite violence prevention project: background and overview. American Journal of Preventive Medicine, 26(1), 3-11.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Problem Behavior Frequency Scale measure?
It measures the frequency of delinquency behaviors like suspension and stealing.
Who can use the scale?
Psychologists, educators, and researchers studying middle school students.
How long does the scale take to complete?
It takes about 5-7 minutes.
Is the scale specific to certain groups?
It targets grades 6-8 in urban settings.
Can the scale inform interventions?
Yes, it supports prevention programs with moderate reliability (α = 0.76).
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