1. When the child promises to do something‚ can you count on him or her to do it?
2. Does the child butt into games or activities even when he or she hasn’t been invited?
3. Can the child deliberately calm down when he or she is excited or all would up?
4. Is the quality of the child’s work all about the same or does it vary a lot?
5. Does the child work for long-range goals?
6. When the child asks a question‚ does he or she wait for an answer‚ or jump to something else (e.g.‚ new question) before waiting for an answer?
7. Does the child interrupt inappropriately in conversations with peers‚ or wait his or her turn to speak?
8. Does the child stick to what he or she is doing until he or she is finished with it?
9. Does the child follow the instructions of responsible adults?
10.Does the child have to have everything right away?
11.When the child has to wait in line‚ does he or she do so patiently?
12.Does the child sit still?
13.Can the child follow suggestions of others in group projects‚ or does he or she insist on imposing his or her own ideas?
14.Does the child have to be reminded several times to do something before he or she does it?
15.When reprimanded‚ does the child answer back inappropriately?
16.is the child accident-prone?
17.Does the child neglect or forget regular chores or tasks?
18.Are there days when the child seems incapable of settling down to work?
19.Would the child more likely grab a smaller toy today or wait for a larger toy tomorrow‚ if given the choice?
20.Does the child grab for the belongings of others?
21.Does the child bother others when they’re trying to do things?
22.Does the child break basic rules?
23.Does the child watch where he or she is going?
24.In answering questions‚ does the child give one thoughtful answer‚ or blurt out several answers all at once?
25.Is the child easily distracted from his or her work or chores?
26.Would you describe this child more as careful or careless?
27.Does the child play well with peers (follows rules‚ waits turn‚ cooperates)?
28.Does the child jump or switch from activity to activity rather than sticking to one thing at a time?
29.If a task is at first too difficult for the child‚ will he or she get frustrated and quit‚ or first seek help with the problem?
30.Does the child disrupt games?
31.Does the child think before he or she acts?
32.If the child paid more attention to his or her work‚ do you think he or she would do much better than at present?
33.Does the child do too many things at once‚ or does he or she concentrate on one thing at a time?
Internal reliability – Cronbach’s alpha = 0.98.
ÿ Test-retest reliability over 3-4 weeks for a sample (n=24) taken from the present
group was .84.
1 = never‚ to‚ 7 = always
Kendall‚ P. C.‚ & Wilcox‚ L. E. (1979). Self-control in children: Development of a rating scale. Journal of Consulting and Clinical Psychology‚ 47‚ 1020-1029.
Kendall‚ P. C.‚ Zupan‚ B. A.‚ & Braswell‚ L. (1981). Self-control in children: Further analyses of the Self-Control Rating Scale. Behavior Therapy‚ 12‚ 667-681.
Kendall‚ P. C.‚ & Hays‚ R. C. (1988). Self-control rating scale. In M. Hersen & A. Bellack (Eds.)‚ Dictionary of behavioral assessment (pp. 395-396). New York: Pergamin.
Lennings‚ C. J. (1991). A modification of the Kendall-Wilcox Self-Control Scale for Delinquents. International Journal of Offender Therapy and Comparative Criminology‚ 35‚ 83-91.