Disruptive behavior problems among young children can result in long-term negative consequences, highlighting the importance of early interventions. While there have been recent developments in early interventions (e.g., Parent–Child Interaction Therapy-Toddler), there is a need for brief assessments for toddler disruptive behaviors. The current study aims to adapt the Eyberg Child Behavior Inventory (ECBI) for toddler-aged children. Archival data from toddler- and preschool-aged children underwent a three-step process for data reduction (qualitative content validation, missing data and low variability exclusion, and criterion-related validation against the preschool version of the Child Behavior Checklist [CBCL]). Exploratory and confirmatory factor analyses with measurement models on the reduced item set were conducted, with a final validation model against the CBCL. This procedure resulted in eight of the 36 items of the ECBI being retained. A metric measurement model of the 8 items, allowing for higher average scores for preschool children compared to toddlers, fit well (chi-square p = 0.13; SRMR = 0.07, GFI = 0.98, NFI = 0.94). This study provides evidence for a developmental factor of the ECBI for toddler-aged youth that can be used in future clinical and research work. Items included on this factor support previous research that suggests toddler behavior problems are partially due to undeveloped emotion regulation skills and parent–child attachment concerns.

幼儿的破坏性行为问题可能会导致长期的负面后果，这凸显了早期干预的重要性。虽然早期干预措施（例如，幼儿亲子互动疗法）最近取得了进展，但仍需要对幼儿破坏性行为进行简要评估。目前的研究旨在针对幼儿年龄的儿童调整艾伯格儿童行为量表（ECBI）。来自幼儿和学龄前儿童的档案数据经历了三步数据缩减过程（定性内容验证、缺失数据和低变异性排除，以及针对学前版本儿童行为检查表 [CBCL] 的标准相关验证）。使用缩减项目集的测量模型进行探索性和验证性因素分析，针对 CBCL 的最终验证模型。这一程序导致 ECBI 的 36 项中的 8 项被保留。8 个项目的度量测量模型与学步儿童相比，学龄前儿童的平均分数更高，非常适合（卡方p  = 0.13；SRMR = 0.07，GFI = 0.98，NFI = 0.94）。这项研究为学步青少年的 ECBI 发育因素提供了证据，可用于未来的临床和研究工作。该因素中包含的项目支持之前的研究，即幼儿行为问题部分是由于情绪调节技能不发达和亲子依恋问题造成的。