Manual for the ASEBA School-Age Forms & Profiles: An Integrated System of Multi-informant Assessment
1.
2.
3. Manual for the
ASEBA School-Age
Forms & Profiles
Child Behavior Checklist for Ages 6-18
Teacher’s Report Form
Youth Self-Report
An Integrated System of
Multi-informant Assessment
Thomas M. Achenbach, University of Vermont
& Leslie A. Rescorla, Bryn Mawr College
4. ii
Ordering Information: This Manual and other ASEBA materials can be ordered from:
ASEBA
1 South Prospect Street E-mail: mail@ASEBA.org
Burlington, VT 05401-3456 Web: www.ASEBA.org
Proper bibliographic citation for this Manual:
Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT:
University of Vermont, Research Center for Children, Youth, & Families.
Related Publications.All are published by the Research Center for Children,Youth, & Families, unless otherwise
specified.
Documentation for Multicultural Options and 2007 Scales scored by ASEBA software: Achenbach, T.M., & Rescorla,
L.A. (2007). Multicultural Supplement to the Manual for the ASEBA School-Age Forms & Profiles.
Achenbach, T.M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, Findings,
Theory, and Applications.
Achenbach, T.M. (2014). DSM-Oriented Guide for the ASEBA.
Achenbach, T.M. (2019). ASEBA Manual for Assessing Mental Health Progress & Outcomes.
Achenbach, T.M., & Ivanova, M.Y. (2018). Manual for the ASEBA Brief Problem Monitor for Ages 18-59 (BPM/18-59).
Achenbach, T.M., & Ivanova, M.Y. (2022). Guide to Nonbinary Assessment Using the ASEBA.
Achenbach, T.M., & McConaughy, S.H. (2015). School-Based Practitioners’Guide for the Achenbach System of Em-
pirically Based Assessment (ASEBA) (9th
ed.).
Achenbach, T.M., McConaughy, S.H., Ivanova, M.Y., & Rescorla, L.A. (2017). Manual for the ASEBA Brief Problem
Monitor for Ages 6-18 (BPM/6-18). Burlington, VT: University of Vermont, Research Center for Children, Youth, &
Families.
Achenbach, T.M., Newhouse, P.A., & Rescorla, L.A. (2019). Guide for ASEBA Instruments for Adults/18-59 and Older
Adults/60-90+ (5th
ed.).
Achenbach, T.M., Pecora, P.J., & Wetherbee, K.M. (2015). Child and Family Service Workers’Guide for the Achenbach
System of Empirically Based Assessment (ASEBA) (8th
ed.).
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles.
Achenbach, T.M., & Rescorla, L.A. (2003). Manual for the ASEBA Adult Forms & Profiles.
Achenbach, T.M., & Rescorla, L.A. (2007). Multicultural Understanding of Child and Adolescent Psychopathology:
Implications for Mental Health Assessment. New York: Guilford Press.
Achenbach, T.M., & Rescorla, L.A. (2010). Multicultural Supplement to the Manual for the ASEBA Preschool Forms
& Profiles.
Achenbach, T.M., & Rescorla, L.A. (2015). Multicultural Supplement to the Manual for the ASEBA Adult Forms &
Profiles.
Achenbach, T.M., & Rescorla, L.A. (2018). Mental Health Practitioners’Guide for the Achenbach System of Empiri-
cally Based Assessment (ASEBA) (10th
ed.).
Achenbach, T.M., & Rescorla, L.A. (2019). Multicultural Guide for the ASEBA Forms & Profiles for Ages 1½-90+.
Achenbach, T.M., Rescorla, L.A., & Ivanova, M.Y. (2015). Guide to Family Assessment Using the ASEBA.
Achenbach, T.M., & Ruffle, T.M. (2015). Medical Practitioners’Guide for the Achenbach System of Empirically Based
Assessment (ASEBA) (7th
ed.).
Carvalho, J., & Achenbach, T.M. (2022). Bibliography of Published Studies Using the ASEBA.
McConaughy, S.H. (2021). Clinical Interviews for Children and Adolescents (3rd
ed.). New York: Guilford Press.
McConaughy, S.H., & Achenbach, T.M. (2001). Manual for the Semistructured Clinical Interview for Children and
Adolescents (2nd
ed.).
McConaughy, S.H., & Achenbach, T.M. (2004). Manual for the Test Observation Form for Ages 2-18.
Copyright 2001 T.M. Achenbach & L.A. Rescorla. All rights reserved. Unauthorized reproduction prohibited by law.
ISBN 0-938565-73-7 Library of Congress 2001-126102 Printed in the USA 25 24 23 22 21 20
505
5. iii
The ASEBA school-age forms are designed to
be self-administered by respondents who have at
least fifth grade reading skills. The Child Behavior
Checklist for Ages 6-18 (CBCL/6-18) is completed
by parents and others who see children in home-
like settings. The Youth Self-Report (YSR) is com-
pleted by 11- to 18-year-olds to describe their own
functioning. The Teacher’s Report Form (TRF) is
completed by teachers and other school staff who
have known a child in school settings for at least 2
months. If a respondent has difficulty completing a
form, it can be read aloud by an interviewer who
writes the respondent’s answers on the form. The
respondent should also have a copy of the form to
look at while the interviewer reads each item.
When a form is given to a respondent, the user
should explain that its aim is to obtain a picture of the
child’s behavior as the respondent sees it. It is impor-
tant to tell respondents that the forms are designed to
describe many different children. If some items do
not seem applicable to a particular child, respondents
should still score the items, but they should also write
explanations for their responses. For example, a re-
spondent who lacks opportunities to observe the be-
havior described by a particular item should circle 0
to indicate Not true (as far as you know), but may
wish to write “No chance to observe.”
A person familiar with the form should be avail-
able to answer questions about it. Answers to ques-
tions should be objective and factual, rather than
probing or interpretive.
Whenever possible, it is desirable to have mul-
tiple informants independently complete separate
forms describing the child’s behavior. For compre-
hensive assessment, it is especially desirable to have
forms completed by both parents or parent surro-
gates and as many teachers as possible, as well as
having the YSR completed by adolescents. As de-
tailed in this Manual, the profiles scored from the
forms should then be compared to identify consis-
tencies and inconsistencies in how the child is seen
by different informants. ASEBA computer software
provides systematic comparisons between reports
from different informants.
If a child has a disability or is in a special setting
for children with disabilities, respondents should be
told to base their ratings on expectations for typical
peers of the child’s age, i.e., children who do not
have disabilities. This is necessary to provide ap-
propriate comparisons with the norms for theASEBA
scales.
For proper use of the ASEBA forms, the data
should be scored on the appropriate profiles. Comple-
tion of hand-scored profiles requires that the instruc-
tions in Appendix A be carefully followed. The
ASEBAcomputer software provides instructions that
can be followed by users familiar with basic com-
puter procedures. The profiles from all respondents
should be compared with each other and with other
relevant data. Users should therefore have access to
multiple sources of data about the child and must be
trained in the theory and methodology of standard-
ized assessment, as well as in work with children and
families. The training required will differ according
to the specific applications of the ASEBA forms, but
graduate training of at least the Master’s degree level
or two years of residency in pediatrics, psychiatry, or
family practice is usually necessary. No amount of
prior training, however, can substitute for professional
maturity, a thorough knowledge of the procedures
and cautions presented in this Manual, and adher-
ence to professional ethical codes, such as the Code
of Fair Testing Practices in Education (Joint Com-
mittee on Testing Practices, 2002).
All users should understand that ASEBA instru-
ments are designed to provide standardized descrip-
tions of functioning. No scores on ASEBA scales
should be automatically equated with a particular
diagnosis or disorder. Instead, the responsible pro-
fessional will integrateASEBAdata with other types
of data to provide comprehensive evaluations of
functioning.
User Qualifications
6. iv
TheAchenbach System of Empirically BasedAs-
sessment (ASEBA) enables professionals from many
backgrounds to quickly and effectively assess di-
verse aspects of adaptive and maladaptive function-
ing. Because children’s functioning may vary from
one context and interaction partner to another, com-
prehensive assessment requires data from multiple
sources. In 1991, we introduced cross-informant
syndromes that provide central foci for systematic
comparisons of data from parent, teacher, and self-
reports (Achenbach, 1991a, b, c, d). The current
Manual reflects important new advances in the in-
tegration of parent, self, and teacher reports, includ-
ing more items that have counterparts across the
CBCL/6-18, YSR, and TRF; use of advanced fac-
tor-analytic methodology to coordinate the deriva-
tion of syndromes from parent, self, and teacher
reports; the addition of cross-informant DSM-ori-
ented scales; and integrated documentation for the
CBCL/6-18, YSR, and TRF in a single Manual.
This Manual provides essential information about
using and scoring theASEBAschool-age instruments
and about the new database on which they rest. It
also provides extensive guidelines and illustrations
of practical and research applications for helping us-
ers achieve their objectives most effectively.
To enable users to quickly learn about theASEBA
school-age forms, Chapters 1 through 5 provide ba-
sic information in a practical format without techni-
cal details. Chapters 6 though 11 document the re-
search basis for the ASEBA preschool instruments.
Chapter 12 presents relations to previous versions of
ASEBA scales, while Chapter 13 describes related
ASEBAassessment instruments. Chapter 14 presents
ways to use theASEBAinstruments in research, while
Chapter 15 provides answers to commonly asked
questions. The Reader’s Guide following this pref-
ace offers an overview of the Manual’s contents to
aid users in quickly locating the material they seek.
The versions of the ASEBA school-age instru-
ments presented here offer the following innova-
tive features:
Preface
1. Both the CBCL and TRF now span ages 6-
18.
2. The scoring scales are based on new national
samples.
3. Syndrome scales have been revised on the
basis of new samples that were analyzed via
more advanced factor analytic methodology
designed to coordinate CBCL, YSR, and
TRF scales.
4. DSM-oriented scales have been constructed
from ASEBA items rated as very consistent
with DSM-IV diagnostic categories.
5. ASEBA software now compares scores for
empirically based and DSM-oriented scales
on any combination of up to eight CBCL,
YSR, and TRF forms per child.
6. The narrative reports now include critical
items that were reported for each child.
The innovations in theASEBAschool-age instru-
ments are fruits of long-term programmatic research
and practical experience. Many colleagues through-
out the world have contributed ideas, data, findings,
and other ingredients to this effort. For their help
with this particular phase of the work, we especially
thank the following people: Janet Arnold, Rachel
Bérubé, Ken Britting, Christine Chase, Sarah
Cochran, Levent Dumenci, Michelle Hayes, Bernd
Heubeck, James Hudziak, David Jacobowitz, Rob-
ert Krueger, Stephanie McConaughy, Catherine
Stanger, Colin Tinline, Frank Verhulst, Denise
Vignoe, and Dan Walter.
We also thank the psychiatrists and psycholo-
gists from 16 cultures who rated the consistency of
ASEBA school-age items with DSM-IV diagnostic
categories to provide the basis for our new DSM-
oriented scales. Their names and affiliations are
listed in our report of that effort (Achenbach,
Dumenci, & Rescorla, 2001), which is available at
our web site: www.ASEBA.org
7. v
I. Introductory Material Needed by Most Readers
A. Features of ASEBA School-Age Forms........................................................ Chapter 1
B. Hand-Scored Profiles..................................................................................... Chapter 2
C. Computerized Scoring and Cross-Informant Comparisons........................... Chapter 3
D. DSM-Oriented Scales.................................................................................... Chapter 4
E. Practical Applications.................................................................................... Chapter 5
II. Construction and Norming of Scales for ASEBA School-Age Forms
A. CBCL and YSR Competence Scales............................................................. Chapter 6
B. TRF Adaptive Functioning Scales................................................................. Chapter 6
C. Syndrome Scales........................................................................................... Chapter 7
D. Internalizing, Externalizing, and Total Problems Scales............................... Chapter 8
III. Statistical Data on Reliability and Validity
A. Reliability, Internal Consistency, Cross-Informant Agreement,
and Stability................................................................................................... Chapter 9
B. Validity........................................................................................................ Chapter 10
C. Item Scores...................................................................................................Chapter 11
IV. Relations to Other Scales
A. Relations of New Scales to Previous Versions............................................ Chapter 12
B. Relations to Other ASEBA Instruments...................................................... Chapter 13
V. Research Use of ASEBA School-Age Forms................................................... Chapter 14
VI. Answers to Frequently Asked Questions........................................................ Chapter 15
VII. Instructions for Hand Scoring the Profiles.................................................... Appendix A
VIII. Factor Loadings of Items on Syndrome Scales............................................. Appendix B
IX. Mean Scale Scores for National Normative Samples....................................Appendix C
X. Mean Scale Scores for Matched Referred and Nonreferred Samples.........Appendix D
XI. Correlations Among Scales............................................................................. Appendix E
Reader’s Guide
8. vi
Changes to ASEBA School-Age Forms,
Scales, Norms, and Profiles
To reflect new research and sociocultural changes since the first printing of this Manual in 2001,
the school-age forms, scales, norms, and profiles have been augmented from the versions displayed in
this Manual, as detailed below.
Forms
1. Page 1, top right-hand corner of the CBCL/6-18, TRF, and YSR: The fields for parents’ type of
work now say PARENT 1 (or father) and PARENT 2 (or mother).
2. Page 1 on the CBCL/6-18 and TRF: The gender options for the person filling out the form are
now Man Woman Other (specify).
3. Page 1, item II on the CBCL/6-18 and YSR: Video games has been added as an example of activi-
ties and other media has been added as an exclusionary example.
Scales
1. As documented in the Multicultural Supplement to the Manual for the ASEBA School-Age Forms
& Profiles (Achenbach & Rescorla, 2007), the following scales have been added to the ASEBA
scoring software: For the CBCL/6-18, TRF, and YSR Obsessive-Compulsive Problems and Stress
Problems; for the CBCL/6-18 and TRF Sluggish Cognitive Tempo; and for the YSR Positive
Qualities.
2. As documented in the DSM-Oriented Guide for the ASEBA (Achenbach, 2014), an international
panel of experts using DSM-5 criteria added the following items to the DSM-oriented Anxiety
Problems scale for ages 6-18 in November, 2013: 31. Fears he/she might think or do something
bad; 47. Nightmares (not on TRF); 71. Self-conscious or easily embarrassed. The T scores of the
Anxiety Problems scale have been revised to take account of the added items. No other changes
in items comprising the DSM-oriented scales for ages 6-18 were made. However, the Affective
Problems scale was re-named Depressive Problems.
Norms
As documented in the Multicultural Supplement to the Manual for the ASEBA School-Age Forms
& Profiles (Achenbach & Rescorla, 2007), three groups of multicultural norms have been con-
structed for each age/gender group scored on the CBCL/6-18, TRF, and YSR, based on data
from population samples in dozens of societies. As documented in the Multicultural Guide for
the ASEBA (Achenbach & Rescorla, 2018), new population samples have been used to identify
appropriate multicultural norms for additional societies. Since 2007, ASEBA software enables
users to choose multicultural norms displayed on profiles for each ASEBA form. ASEBA forms
are available in >100 languages listed at www.aseba.org.
Profiles
In 2015, ASEBA-PC and ASEBA-Web replaced Assessment Data Manager (ADM), Web-Link,
and Web Forms Direct. The scoring profiles produced by ASEBA-PC and ASEBA-Web display
scale scores in terms of bar graphs rather than the line graphs displayed by earlier ASEBA soft-
ware.
9. vii
User Qualifications ................................................................................................................. iii
Preface ...................................................................................................................................... iv
Reader’s Guide .......................................................................................................................... v
1. Features of ASEBA™ School-Age Forms .............................................................. 1
THE CBCL/6-18......................................................................................................................................... 1
Innovations in the CBCL/6-18........................................................................................................ 6
Respondents Who Cannot Complete Forms Independently ........................................................ 6
THE YSR..................................................................................................................................................... 6
THE TRF ................................................................................................................................................... 11
Innovations in the TRF .................................................................................................................. 16
ACHENBACH SYSTEM OF EMPIRICALLY BASED ASSESSMENT............................................... 16
STRUCTURE OF THIS MANUAL......................................................................................................... 16
SUMMARY............................................................................................................................................... 17
2. Hand-Scored Profiles for ASEBA School-Age Forms ....................................... 18
THE CBCL COMPETENCE PROFILE .................................................................................................. 18
CBCL Competence Scales ............................................................................................................ 18
CBCL Total Competence Score .................................................................................................... 20
THE YSR COMPETENCE PROFILE ..................................................................................................... 20
THE TRF ADAPTIVE FUNCTIONING PROFILE................................................................................ 20
SYNDROME PROFILES ......................................................................................................................... 22
The CBCL Syndrome Profile ........................................................................................................ 22
Profiles Scored from Different Informants .................................................................................. 24
INTERNALIZING AND EXTERNALIZING GROUPINGS OF SYNDROMES ................................ 24
TOTAL PROBLEMS SCORE .................................................................................................................. 25
SUMMARY............................................................................................................................................... 25
3. Computerized Scoring and Cross-Informant Comparisons............................. 27
COMPUTERIZED SCORING OF ASEBA FORMS .............................................................................. 27
ASEBA WEB-LINK ................................................................................................................................. 27
CASE EXAMPLE: WAYNE WEBSTER, AGE 15 ................................................................................. 27
COMPUTER-SCORED CBCL AND YSR PROFILES .......................................................................... 29
CBCL Competence Profile ............................................................................................................ 29
CBCL Syndrome Profile................................................................................................................ 29
YSR Syndrome Profile .................................................................................................................. 34
YSR Narrative Report and Critical Items..................................................................................... 34
COMPUTERIZED CROSS-INFORMANT COMPARISONS ............................................................... 34
Cross-Informant Comparisons of Item Scores ............................................................................ 34
Correlations Among Informants’ Scores...................................................................................... 34
Cross-Informant Comparisons of Scale Scores ........................................................................... 38
INTERVIEW WITH WAYNE .................................................................................................................. 38
CLINICAL PLAN .................................................................................................................................... 40
SUMMARY............................................................................................................................................... 40
Contents
10. Contents
viii
4. DSM-Oriented Scales for Scoring ASEBA School-Age Forms......................... 42
CONSTRUCTING DSM-ORIENTED SCALES .................................................................................... 42
PROFILES OF DSM-ORIENTED SCALES ........................................................................................... 43
PROFILES AND CROSS-INFORMANT COMPARISONS OF
DSM-ORIENTED SCALES ........................................................................................................... 45
GUIDELINES FOR USING DSM-ORIENTED SCALES..................................................................... 46
High Scores on Multiple Scales .................................................................................................... 46
Cross-Informant Differences in Scale Scores .............................................................................. 46
Severity of Problems on DSM-Oriented Scales ........................................................................... 48
SUMMARY............................................................................................................................................... 48
5. Practical Applications of ASEBA Forms ............................................................. 49
GUIDELINES FOR PRACTICAL APPLICATIONS ............................................................................. 49
Using ASEBA Forms Routinely .................................................................................................... 49
Obtaining Reports from Multiple Informants .............................................................................. 50
Using ASEBA Data to Guide Interviews ...................................................................................... 50
Using ASEBA Data in the Diagnostic Process............................................................................. 50
Using ASEBA Forms for Assessing Service Delivery and Outcomes ....................................... 50
Reassessing Children at Uniform Intervals .................................................................................. 51
Using ASEBA Forms to Train Practitioners ................................................................................. 51
MENTAL HEALTH SETTINGS ............................................................................................................. 51
Intake and Evaluation .................................................................................................................... 53
Having Both Parents Fill Out CBCLs ........................................................................................... 53
Interviewing Parents....................................................................................................................... 55
Diagnostic Issues ............................................................................................................................ 55
EDUCATIONAL SETTINGS .................................................................................................................. 56
Using ASEBA Data to Guide and Monitor Prereferral Interventions ........................................ 56
Using ASEBA Data in an Evaluation............................................................................................ 56
Using ASEBA Information to Support Section 504 Accommodations ..................................... 57
Using ASEBA Data in Designing Individualized Educational Programs (IEP)........................ 57
CASE EXAMPLE IN A SCHOOL SETTING: Alicia Martinez, Age 8................................................ 59
Cross-Informant Comparisons ...................................................................................................... 59
Intervention ..................................................................................................................................... 61
Follow-up Evaluation..................................................................................................................... 62
MEDICAL SETTINGS............................................................................................................................. 62
Using ASEBA Forms to Identify Problems In Medical Settings ................................................ 63
Using ASEBA Information in Treating Medical Conditions ...................................................... 63
Using ASEBA Information in Assessing
Attention Deficit Hyperactivity Disorder ........................................................................... 63
CASE EXAMPLE IN A MEDICAL SETTING: Wesley Russell, Age 11 .......................................... 63
Obtaining ASEBA Data.................................................................................................................. 64
Cross-informant Comparisons ...................................................................................................... 64
Intervention ..................................................................................................................................... 66
Follow-up Evaluation..................................................................................................................... 66
CHILD AND FAMILY SERVICE SETTINGS ....................................................................................... 66
FORENSIC CONTEXTS ......................................................................................................................... 67
Using ASEBA Forms When Child Abuse Is Suspected .............................................................. 67
Using ASEBA Information in Juvenile Courts ............................................................................ 67
CASE EXAMPLE IN A FORENSIC SETTING: Lorraine Nelson, Age 13......................................... 68
11. Contents ix
Cross-informant Comparisons ...................................................................................................... 68
Direct Evaluation ............................................................................................................................ 70
Intervention ..................................................................................................................................... 71
Follow-up Evaluation..................................................................................................................... 71
SUMMARY............................................................................................................................................... 71
6. Constructing and Norming Competence and Adaptive Scales ........................ 73
CBCL AND YSR COMPETENCE ITEMS ............................................................................................. 73
CBCL AND YSR COMPETENCE SCALES .......................................................................................... 73
Construction of Competence Scales ............................................................................................. 73
NATIONAL NORMATIVE SAMPLES ................................................................................................... 74
Obtaining a National Probability Sample ..................................................................................... 75
Selection of Nonreferred Children for Norms ............................................................................. 76
ASSIGNING NORMALIZED T SCORES TO COMPETENCE SCALES ........................................... 76
Total Competence Score ................................................................................................................ 79
NORMING THE TRF ACADEMIC AND ADAPTIVE FUNCTIONING SCALES ............................ 80
SUMMARY............................................................................................................................................... 80
7. Constructing and Norming Syndrome Scales .................................................... 81
STATISTICAL DERIVATION OF THE SYNDROMES ........................................................................ 81
Factor Analysis of Item Scores...................................................................................................... 81
CBCL Samples................................................................................................................................ 82
YSR Samples .................................................................................................................................. 82
TRF Samples ................................................................................................................................... 82
Items Analyzed ............................................................................................................................... 84
Factor-Analytic Methods ............................................................................................................... 84
Results of the Factor Analyses ...................................................................................................... 85
Additional TRF Analyses of Attention Problems ........................................................................ 85
Additional TRF Analyses of Affective Problems ........................................................................ 86
CONSTRUCTING SYNDROME SCALES ............................................................................................ 87
ASSIGNING NORMALIZED T SCORES TO RAW SCORES ............................................................ 89
Truncation of Lower T Scores at 50 ............................................................................................. 89
Assigning T Scores Above 70 (98th Percentile) .......................................................................... 89
Mean T Scores ................................................................................................................................ 90
BORDERLINE AND CLINICAL RANGES .......................................................................................... 90
NORMS FOR DSM-ORIENTED SCALES ............................................................................................ 90
SUMMARY............................................................................................................................................... 92
8. Constructing and Norming Internalizing, Externalizing,
and Total Problems Scales..................................................................... 93
CONSTRUCTING INTERNALIZING AND EXTERNALIZING
GROUPINGS OF SYNDROMES............................................................................................ 93
Arrangement of Syndromes on Profiles ....................................................................................... 94
ASSIGNING T SCORES TO INTERNALIZING, EXTERNALIZING,
AND TOTAL PROBLEMS ...................................................................................................... 94
NORMAL, BORDERLINE, AND CLINICAL RANGES ..................................................................... 95
RELATIONS BETWEEN INTERNALIZING AND EXTERNALIZING SCORES............................. 96
Distinguishing Between Internalizing and Externalizing Patterns............................................. 97
SUMMARY............................................................................................................................................... 97
12. Contents
x
9. Reliability, Internal Consistency, Cross-Informant Agreement,
and Stability ............................................................................................ 99
RELIABILITY OF ITEM SCORES ........................................................................................................ 99
Inter-Interviewer Reliability of Item Scores............................................................................... 100
Test-Retest Reliability of Item Scores ......................................................................................... 100
INTERNAL CONSISTENCY OF SCALE SCORES ........................................................................... 100
TEST-RETEST RELIABILITY OF SCALE SCORES ......................................................................... 102
Test-Retest Attenuation ................................................................................................................ 102
CROSS-INFORMANT AGREEMENT ................................................................................................. 103
STABILITIES OF SCALE SCORES ..................................................................................................... 106
SUMMARY............................................................................................................................................. 106
10.Validity .................................................................................................................108
CONTENT VALIDITY .......................................................................................................................... 108
Selection of Items ......................................................................................................................... 108
Problem Items ............................................................................................................................... 108
Competence and Adaptive Functioning Items........................................................................... 108
CRITERION-RELATED VALIDITY OF SCALE SCORES................................................................ 109
Demographically Similar Referred and Nonreferred Samples................................................. 109
Multiple Regression Analyses of Competence and Adaptive Functioning Scales ................. 109
Multiple Regression Analyses of Problem Scales ..................................................................... 113
CLASSIFICATION OF CHILDREN ACCORDING TO CLINICAL CUTPOINTS ......................... 113
Odd Ratios (ORs) ......................................................................................................................... 120
CUTPOINTS DERIVED FROM CROSS-TABULATION OF TOTAL PROBLEMS,
TOTAL COMPETENCE, AND ADAPTIVE SCALES ........................................................ 123
Cases That Are Not Easily Classified as Normal vs. Deviant .................................................. 123
Effects of Cutpoint Algorithms ................................................................................................... 123
DISCRIMINANT ANALYSES .............................................................................................................. 124
Cross-Validated Correction for Shrinkage ................................................................................. 125
Cross-Validated Percent of Children Correctly Classified ........................................................ 125
PROBABILITY OF PARTICULAR TOTAL SCORES BEING FROM THE REFERRED
VS. NONREFERRED SAMPLES ......................................................................................... 126
Competence and Adaptive Scores .............................................................................................. 127
Total Problems Scores .................................................................................................................. 127
CONSTRUCT VALIDITY OF ASEBA SCALES ................................................................................. 127
Correlations of ASEBA Problem Scales with DSM Diagnoses ................................................ 129
Correlations of ASEBA Scales with Scores from Other Instruments ....................................... 131
Cross-Cultural Replications of ASEBA Syndromes .................................................................. 132
Genetic Evidence ......................................................................................................................... 134
Biochemical Evidence ................................................................................................................. 134
Developmentat Course and Outcomes ....................................................................................... 134
Implications of the Evidence for Construct Validity ................................................................. 135
SUMMARY............................................................................................................................................. 135
11. Item Scores...........................................................................................................136
CBCL COMPETENCE SCORES .......................................................................................................... 136
Referral Status Differences in CBCL Competence Scores ....................................................... 136
Demographic Differences in CBCL Competence Scores ......................................................... 138
YSR COMPETENCE SCORES ............................................................................................................. 138
Referral Status Differences in YSR Competence Scores .......................................................... 138
13. Contents xi
Demographic Differences in YSR Competence Scores ................................................................. 138
TRF ACADEMIC AND ADAPTIVE SCORES..................................................................................... 143
Referral Status Differences in TRF Academic and Adaptive Scores ............................................ 143
Demographic Differences in TRF Academic and Adaptive Scores ............................................... 143
CBCL, YSR, AND TRF PROBLEM SCORES ...................................................................................... 144
Referral Status Differences in Problem Scores .............................................................................. 144
Demographic Differences in Problem Scores ................................................................................ 144
GRAPHS OF PREVALENCE RATES ................................................................................................... 149
YSR SOCIALLY DESIRABLE ITEMS ................................................................................................. 163
SUMMARY.............................................................................................................................................. 163
12. Relations Between the New ASEBA Scales and the 1991 Versions .............165
CHANGES IN COMPETENCE SCALES ............................................................................................. 165
CHANGES IN SYNDROME SCALES.................................................................................................. 166
DSM-ORIENTED SCALES.................................................................................................................... 166
INTERNALIZING AND EXTERNALIZING ........................................................................................ 166
TOTAL PROBLEMS SCALES ............................................................................................................... 168
SUMMARY.............................................................................................................................................. 168
13. Other ASEBA Materials ....................................................................................169
IMPORTANCE OF INTERVIEW AND OBSERVATION DATA ........................................................ 169
THE SEMISTRUCTURED CLINICAL INTERVIEW FOR CHILDREN
AND ADOLESCENTS (SCICA) ........................................................................................... 169
SCICA Procedures ......................................................................................................................... 169
SCICA Scales ................................................................................................................................. 170
SCICATraining Video .................................................................................................................... 170
THE DIRECT OBSERVATION FORM (DOF) ..................................................................................... 170
DOF Procedure............................................................................................................................... 171
ComparisonsWithOtherChildren........................................................................................171
DOF Scales ..................................................................................................................................... 171
Reliability and Validity of the DOF.................................................................................................. 171
ASEBA FORMS FOR AGES 1½ TO 5 ................................................................................................... 172
Language Development Survey (LDS)........................................................................................... 172
Preschool Syndromes ...................................................................................................................... 172
Prediction of School-Age Problems ................................................................................................ 172
ASEBA FORMS FOR AGES 18 TO 59 .................................................................................................. 173
Syndromes for Ages 18 to 59 .......................................................................................................... 173
ASEBA FORMS FOR AGES 60 TO 90+ ................................................................................................ 173
Syndromes for Ages 60 to 90+........................................................................................................ 174
SUMMARY.............................................................................................................................................. 174
14. Research Use of ASEBA School-Age Forms...................................................175
GUIDELINES FOR USE OF ASEBA FORMS IN RESEARCH .......................................................... 175
Use of Raw Scores vs. T Scores .................................................................................................... 175
Inspection of ASEBA Data Prior to Analysis ................................................................................. 176
Standardization of Scale Scores within Research Samples............................................................. 176
Developmental Perspectives on Longitudinal Research ................................................................. 177
EPIDEMIOLOGICAL RESEARCH .......................................................................................................178
Population Studies ........................................................................................................................... 178
DIAGNOSTIC AND TAXONOMIC RESEARCH................................................................................ 179
Diagnosis of Behavioral/Emotional Problems ................................................................................. 180
14. Contents
xii
Assessment and Taxonomy..............................................................................................................180
The DSM-Oriented ASEBA Scales..................................................................................................180
ETIOLOGICAL RESEARCH...................................................................................................................181
OUTCOME RESEARCH..........................................................................................................................182
Identifying Children with Poor Outcomes.......................................................................................182
The Clinical Significance of Improvements.....................................................................................183
Groups at Risk..................................................................................................................................183
Evaluating Outcomes of Services....................................................................................................183
Experimental Intervention Studies...................................................................................................184
CROSS-CULTURAL RESEARCH...........................................................................................................184
RESEARCH ON CHILD ABUSE.............................................................................................................184
RESEARCH ON PARENTAL CHARACTERISTICS..............................................................................186
RESEARCH ON MEDICAL CONDITIONS...........................................................................................186
SUMMARY...............................................................................................................................................188
15. Answers to Frequently Asked Questions............................................................. 189
QUESTIONS ABOUT THE SCHOOL-AGE FORMS.............................................................................189
QUESTIONS ABOUT SCORING THE SCHOOL-AGE FORMS...........................................................191
QUESTIONS ABOUT THE SCHOOL-AGE PROFILES........................................................................192
RELATIONS OF THE SCHOOL-AGE FORMS TO ASEBA
FORMS FOR OTHER AGES...................................................................................................195
References.................................................................................................................... 197
Appendix A.................................................................................................................. 205
Appendix B...................................................................................................................211
Appendix C.................................................................................................................. 216
Appendix D.................................................................................................................. 221
Appendix E.................................................................................................................. 230
Index............................................................................................................................. 233
15. Guidelines for Using the ASEBA with People Who May Identify as Nonbinary
ASEBA Manuals & Guides were published when most people identified themselves as female
or male. Consequently, they present the ASEBA mainly in binary terms. Gender items in
ASEBA-Web now provide “Another” as an option where respondents can describe the
person’s current gender identification. If “Another” is chosen, users can elect female, male,
or both norms. The newest versions of ASEBA paper forms (including forms printed from
ASEBA-Web) have open-ended gender items, enabling respondents to describe a person’s
gender. When users score paper forms, they can elect female, male, or both norms.
Nonbinary raw scale scores are computed by summing the ratings of items comprising
each scale. In addition to open-ended gender items, other items have been re-worded to
make them nonbinary.
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44. 3. Computerized Cross-Informant Comparisons
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Table 3-1
Features of ASEBA Web-Link
1. The electronically transmitted forms can be printed as paper copies to be
filled out in pencil or ink.
2. The electronically transmitted forms can also be displayed on the monitor of any
web-enabled PC to allow respondents to key enter their answers.
3. Web-Link allows data clerks to key enter data from paper forms via any web-
enabled PC for transmission to the PC on which the owner’sAges 6-18 Mod-
ule resides.
4. The Ages 6-18 Module can score profiles and make cross-informant com-
parisons from data transmitted from any web-enabled PC via Web-Link.
5. The owner of the Ages 6-18 Module can transmit scored profiles and cross-
informant comparisons to any web-enabled PC via Web-Link.
6. All data transmitted via Web-Link are encrypted.
7. Data are stored, scored, and analyzed on the owner’s PC.
8. The owner of a Web-Link account can purchase additional E-units that in-
clude options for transmitting ASEBA forms to be printed by web-enabled
PCs; for data clerks to key enter ASEBA data at web-enabled PCs; for par-
ents, youths, and teachers to directly enter their own responses at web-en-
abled PCs; and for transmitting ASEBA data back to the owner’s PC.
9. For further information about ASEBA Web-Link, visit our website at
www.ASEBA.org.
In view of the potential seriousness of Wayne’s
temper outbursts, his threats, and the school’s
policy of zero tolerance for violence, Ms. Ames
contacted a violence prevention team at the local
community mental health center (CMHC) that
worked closely with the school. The team leader,
Dr. Barrett, advised Ms. Ames to speak with
Wayne’s parents about having Wayne evaluated at
the CMHC.
When Ms.Ames contactedWayne’s parents, she
learned that they had become concerned about his
increasing conflicts in the home but hadn’t known
what to do about them. They agreed to contact Dr.
Barrett for an evaluation. As part of the evalua-
tion, Dr. Barrett requested each parent to complete
a CBCL. He also requested permission to have
Wayne’s teachers complete TRFs. Because Mr.
Webster was away on a computer consulting job,
Dr. Barrett used Web-Link to transmit the CBCL
electronically to Mr. Webster’s laptop computer.
Mr. Webster then completed the CBCLon his com-
puter and transmitted it via Web-Link to Dr.
Owners can electronically transmit CBCL/6-18, YSR, and TRF forms to any web-enabled PC.
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158. 11. Item Scores
142
Table 11-2
Percent of Variance Accounted for by Significant
(p<.01) Effects of Referral Status and Demographic Variables
in ANCOVAs of YSR Competence
Ref Covariates
Item Statusa Genderb Agec SESd Whitee Afr.f Latinog
I. A. Number of sports 8 2M 4Y — 1h — —
B. Sports part/skill 13 1M 2Y — 2 1 —
II. A. Number of activities 6 — — — — — 1
B. Activities part/skill 13 — — 1h 1 — 1
III. A. Number of organiz. 5 — — 2 — — 1h
B. Participation in organiz. 10 — — 2 1h — —
IV. A. Number of jobs 11 <1Fh 1Yh 1 — — —
B. Job performance 17 1F 1Oh — 1 1Ah —
V. 1. Number of friends 3h — 2Y — — — —
2. Contacts w. friends 4 1M — — — — —
VI. A. Gets along 9 — — — — <1Ah —
B. Work/play alone 1h — — — — — —
VII. 1. Mean academic perf. 10 <1Fh — 1 — — —
Activities scale 24 — 2Y 1h 1 — 1
Social scale 14 — — 1 — — —
Total Competence 28 — — 1 1 — 1h
Note. N = 1,938 demographically matched referred and nonreferred 11- to 18-year-olds. Items are designated
with summary labels for their content. Numbers in table indicate percent of variance (eta2) accounted for by
each effect that was significant at p <.01. Interactions did not exceed chance.
aAll scores were higher for nonreferred.
bF = females scored higher; M = males scored higher.
cO = older youths scored higher; Y = younger youths scored higher.
dAll significant SES effects reflect higher scores for upper SES.
eAll significant white effects reflect higher scores for whites.
fA= African American scored higher.
gAll significant Latino effects reflect lower scores for Latinos.
hNot significant when corrected for number of analyses.
159.
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186. 13. Other ASEBA Materials
170
vations of the child’s behavior and what the child
says. Immediately after the interview, the inter-
viewer rates the observational and self-report items
on the SCICAscoring form. Space is also provided
for reporting additional problems not specifically
listed. Each item is rated on a 0-1-2-3 scale. The
inclusion of one more point than on the CBCL,
YSR, and TRF rating scales allows a rating for a
very slight or ambiguous occurrence of a behavior
(scored 1), as well as a definite occurrence with
mild to moderate intensity and less than 3 minutes
duration (scored 2), and a definite occurrence with
severe intensity or greater than 3 minutes dura-
tion (scored 3).
SCICA Scales
The 2001 version of the SCICAprofile displays
seven empirically based syndromes for ages 6-11
and 12-18, plus a Somatic Complaints syndrome
that was derived from self-report items only for
ages 12-18 (McConaughy & Achenbach, 2001).
The syndromes derived from observational items
for both age ranges are designated as Anxious, With-
drawn/Depressed, Language/Motor Problems, At-
tention Problems, and Self-Control Problems. The
syndromes derived from self-report scores for both
age groups are designated Anxious/Depressed and
Aggressive/Rule-Breaking. Scores for Internalizing
and Externalizing groupings of syndromes are
computed using both the observational and self-
report syndromes. However, separate Total Prob-
lems scores are computed for the observational and
self-report items.
The 2001 version of the SCICA also yields the
same six DSM-oriented scales as are scored from
the CBCL, YSR, and TRF. These scales are Affec-
tive Problems, Anxiety Problems, Somatic Prob-
lems, Attention Deficit/Hyperactivity Problems,
Oppositional Defiant Problems, and Conduct Prob-
lems. Self-report and observational items on the
SCICA were assigned to the same DSM-oriented
scale as the corresponding items on the CBCL,
YSR, or TRF.
The 2001 SCICAProfile can be scored on hand-
scored forms or via the SCICA module of the
ASEBAAssessment Data Manager software. The
Manual for the Semistructured Clinical Interview
for Children and Adolescents (2nd
edition;
McConaughy & Achenbach, 2001) provides de-
tails of the background, development, scoring, re-
liability, and validity of the SCICA. It also pro-
vides instructions for interviewing children and for
integrating SCICAdata with other assessment data.
SCICATraining Video
Atrainingvideoisavailablethatdepictssegments
of interviews with a variety of children. The trainee
watchesaninterviewsegmentandthenscorestheseg-
ment on the SCICA Observational and Self-Report
rating forms. Thereafter, the trainee enters the item
scores into the program for scoring the SCICA. The
programwillprintaprofilethatcomparesthetrainee’s
scores on each item and scale with scores obtained
fromexperiencedclinicianswhoratedthesameinter-
view segment. The program also prints correlations
indicatingthedegreeofagreementbetweenratingsby
thetraineeandbytheexperiencedclinicians.Ifagree-
mentislow,thetraineecanidentifythespecificitems
andscaleswhereagreementislowandcanthenview
and rate the segment as many times as necessary to
obtaingoodagreement.
THEDIRECTOBSERVATIONFORM
(DOF)
To apply theASEBAapproach to direct observa-
tions,theDOF(McConaughy&Achenbach,2009)is
designed to assess problems and on-task behavior of
6-to11-year-oldchildrenobservedinsettingssuchas
classrooms,groupactivities,andrecess.Studentsand
paraprofessionals,suchasteacheraidesandresearch
assistants,canbetrainedtousetheDOFbyfirstread-
ingtheinstructionsandthenpracticingobservationsof
severalchildrenwhoaresimultaneouslyobservedby
anexperiencedDOFobserver.Thetraineeandexperi-
encedobservershouldthencomparetheirobservations
andscorestoidentifyreasonsfordiscrepancies.There-
after,thetraineeshouldobserveadditionalchildrenand
makecomparisonswithanexperiencedobserver’sob-
servationsandscoresuntilgoodagreementisreached.
TheDOFhas88 specific problemitems,51 ofwhich
187. 13. Other ASEBA Materials 171
havecounterpartsontheCBCLand63ofwhichhave
counterpartsontheTRF.Thereisalsooneopen-ended
item for other problems not listed on the DOF.
DOF Procedure
To use the DOF, an observer writes a narrative
description of the child’s behavior and interactions
while observing the child for 10 minutes. The nar-
rative is written in space provided on the DOF pro-
tocol. At the end of each 1-minute observation in-
terval, the child is also scored as being on task or off
task.Attheendofthe10-minuteperiod,theobserver
scoresthechildonthe89problemitems.Eachitemis
rated on a 0-1-2-3 scale like that of the SCICA. The
observer also sums the 10 on-task scores, thereby
providing an on-task score ranging from 0 to 10. To
obtain a stable index of problems and on-task behav-
ior,werecommendthat10-minutesamplesofbehav-
ior be obtained on three to six occasions and that the
scores be averaged over these occasions.
Comparisons With Other Children
Because the significance of a child’s behavior de-
pendspartlyonitsdeviationfromthebehaviorofother
children assessed under the same conditions, we rec-
ommendthattheDOFbecompletedforone“control”
childobservedjustbeforetheidentifiedchildandasec-
ond “control” child observed just after the identified
child.Thecontrolchildrenshouldbeofthesamegen-
derastheidentified child,butshouldbeasfaraspos-
siblefromtheidentifiedchildinthegroupsetting.Mean
scores for the control children can be compared with
meanscoresfortheidentifiedchildacrossallobserva-
tionsessionstoidentifywaysinwhichtheidentifiedchild’s
behaviordiffersfromthatofpeersobservedundersimilar
conditions.
TheASEBAAssessment Data Manager software
automaticallyaveragesratingsfortheidentifiedchild
over as many as six occasions and separately aver-
ages ratings for one or two control children over as
many as six occasions. The DOF can only be scored
by computer because of the complexity of averaging
ratingsacrossmultipleobservationsessions.Thecom-
puter-scoredDOFProfiledisplaysmeanscalescores
fortheidentifiedchildandthecontrolchildren,withT
scores and percentiles for each scale score. The DOF
scales are normed for ages 6 to 11, with separate pro-
files of scales for classroom observations and recess
observations. The normative sample for classroom
observationsincludes403boysand258girlswhowere
observedanonymouslyingeneraleducationclassrooms
in public and private schools inArizona, NewYork,
Pennsylvania,andVermont.Thenormativesamplefor
recess observations includes 170 boys and 74 girls
who were observed anonymously as controls for re-
ferredchildreninVermont.
DOF Scales
The DOF Profile for classroom observations dis-
plays scores for five empirically derived syndrome
scales (Sluggish CognitiveTempo, Immature/With-
drawn,Attention Problems, Intrusive, and Opposi-
tional), a DSM-orientedAttention Deficit/Hyperac-
tivityProblemsscalewithInattentionandHyperactiv-
ity-Impulsivity subscales, Total Problems, and On-
task.Thesyndromescaleswerederivedfromexplor-
atory and confirmatory factor analyses of classroom
observations of 1,261 6-12-year-old children
(McConaughy &Achenbach, 2009). Items with fac-
tor loadings >.20 and p <.01 were retained on the
syndrome scales. The Root Mean Square Error of
Approximation(RMSEA)forthefinal5-factorsolu-
tion was .024, which was well below the upper limit
of .05 to .07 considered to indicate good fit (Browne
& Cudeck, 1993; Yu & Muthén, 2002). The DSM-
orientedAttention Deficit/Hyperactivity Problems
scale includes 23 items consistent with DSM-IV-TR
criteria forAttention Deficit/Hyperactivity Disorder
(ADHD),ofwhich10itemscomprisetheInattention
subscale and 13 items comprise the Hyperactivity-
Impulsivitysubscale.TheDOFProfileforrecessob-
servationsdisplaysscoresforanAggressiveBehavior
syndrome andTotal Problems.
Reliability and Validity of the DOF
McConaughyandAchenbach(2009)reportedin-
ternal consistency alphas from .49 to .87 for the nine
DOF problem scales, with mean alpha = .74. Inter-
rater reliabilities were .71 to .88 for the nine DOF
problem scales and .97 for On-task, averaged across
12 pairs of observers for a total sample of 212 6-11-
188. 13. Other ASEBA Materials
172
year-old children. Significant test-retest reliabilities
were .43 to .77 for seven problem scales and .42 for
On-task, over an average interval of 12.4 days.
As evidence for criterion-related validity,
McConaughy andAchenbach (2009) reported sig-
nificantly higher scores for clinically referred vs.
nonreferred6-11-year-oldchildrenonallDOFscales.
McConaughy,Ivanova,Antshel,Eiraldi,andDumenci
(2009) also found that the DOF Intrusive and Oppo-
sitional syndromes,Attention Deficit/Hyperactivity
Problems, Hyperactivity/Impulsivity subscale,Total
Problems, and On-task scores significantly discrimi-
natedbetweenchildrendiagnosedwithADHD-Com-
binedtypevs.childrenwithoutADHDdiagnoses.The
DOFSluggishCognitiveTempoandAttentionProb-
lemssyndromes,Inattentionsubscale,TotalProblems,
andOn-tasksignificantlydiscriminatedbetweenchil-
drenwithADHD-Inattentivetypevs.nonreferredcon-
trolchildren.
ASEBAFORMS FORAGES 1½TO 5
For many clinical and research purposes, it is im-
portant to assess individuals repeatedly over periods
of years.To assess children as preschoolers and then
againduringtheirschoolyears,theASEBApreschool
forms and profiles can be used for the initial assess-
ments(Achenbach&Rescorla,2000).Similaritiesin
format, content, and structure acrossASEBAinstru-
mentsfordifferentagesfacilitatemeaningfuldevelop-
mental comparisons. The CBCL/1½-5 obtains data
fromparentsandparentsurrogatesonchildren’sprob-
lems,plusinformationaboutillnesses,disabilities,con-
cerns about the child, and the best things about the
child.The Caregiver-Teacher Report Form (C-TRF)
obtains similar data from daycare providers and pre-
school teachers.
Language Development Survey (LDS)
Becausedelayedlanguageisa commoncausefor
concern about young children, the CBCL/1½-5 in-
cludestheLanguageDevelopmentSurvey(LDS).The
LDSrequestsparentsofchildrenyoungerthan3years
tocircleonavocabularylistofearlywordsthewords
that are used by their child. Parents are also asked to
reportfiveoftheirchild’slongestandbestwordcom-
binations. In addition, parents are asked to provide
information about possible risk factors for language
delays,suchasprematurity,earinfections,andfamilial
historyofslowlanguagedevelopment.Thenumberof
LDSvocabularywordsscoredandtheaveragelength
of the phrases reported by the parent are compared
to norms for the child’s age and gender. The LDS
can quickly identify children whose speech is far
enough below norms for their age to warrant a com-
prehensive assessment for language development.
Preschool Syndromes
Many of the CBCL/1½-5 and C-TRF problem
items have counterparts on the ASEBA school-age
instruments.TheASEBApreschoolsyndromescales
were derived by factor analyzing preschoolers’item
scores on the CBCL/1½-5 and C-TRF.These analy-
ses yielded several preschool syndromes that are
similar to ASEBA school-age syndromes. The fol-
lowing preschool syndromes have the clearest coun-
terparts among the school-age syndromes: Aggres-
sive Behavior, Anxious/Depressed, Attention Prob-
lems, Somatic Complaints, and Withdrawn. A new
syndromeidentifiedonthe2000versionoftheCBCL/
1½-5 and C-TRF, which has no clear counterpart on
theschool-ageforms,wasdesignatedasEmotionally
Reactive. The CBCL/1½-5 also has a syndrome des-
ignated as Sleep Problems.
FiveDSM-orientedscaleswerealsoconstructedfor
theASEBApreschoolforms,usingthemethodsthatwere
describedinChapter4.ThepreschoolAffectiveProb-
lems, Anxiety Problems, Attention Deficit/Hyperac-
tivity Problems, and Oppositional Defiant Problems
scaleshaveclosecounterpartsontheschool-ageforms.
However, the preschool Pervasive Developmental
Problems scale does not, because too few of its items
areontheschool-ageforms.
Prediction of School-Age Problems
Longitudinal research has shown significant pre-
dictive correlations from scores on many CBCL/
1½-5 syndromes to scores on corresponding
school-ageversionsofthesyndromes(Achenbach&
Rescorla,2000).Thefollowingfindingsindicatethat
CBCL/1½-5TotalProblemsscoresarealsogoodpre-
dictors of CBCLTotal Problems scores up to at least
189. 13. Other ASEBA Materials 173
age 9: (a) from CBCL/1½-5 Total Problems scores
at age 2 to CBCLTotal Problems scores at ages 6 to
9, the predictive correlations ranged from .55 to .59;
(b) from CBCL/1½-5Total Problems scores at age 3
to CBCL Total Problems scores at ages 6 to 9, the
predictive correlations ranged from .64 to .68
(Achenbach & Rescorla, 2000).
ASEBAFORMS FORAGES 18 TO 59
In the course of research on the development of
psychopathology,longitudinalstudieshavebeendone
thatstartedwithempiricallybasedassessmentofchil-
drenwhoweresubsequentlyreassessedinadulthood
(e.g.,Achenbach, Howell, McConaughy, & Stanger,
1995c; Hofstra et al., 2000). Because there was a
lack of empirically based procedures for assessing
young adults, we developed the YoungAdult Self-
Report(YASR)andtheYoungAdultBehaviorCheck-
list (YABCL; Achenbach, 1997). The YASR and
YABCLweresubsequentlyrevisedastheAdultSelf-
Report(ASR)andAdultBehaviorChecklist(ABCL),
which both span ages 18 through 59 (Achenbach &
Rescorla, 2003). TheABCLis completed by people
who know the adult well, such as spouses, partners,
familymembers,friends,andtherapists.
TheASR andABCLinclude counterparts of nu-
merousYSR and CBCLitems that are developmen-
tallyappropriateforadultsaswellaschildren,inaddi-
tion to numerous items that are not developmentally
appropriate for children. In addition, the ASR and
ABCLhavescalesfortobacco,alcohol,andnonmedi-
cal drug use.TheASR andABCLalso have adaptive
functioning scales for friendships, relationships with
spouse or partner (if any), family relationships, job
functioning,functioningineducationalprograms,and
a mean adaptive score computed from those of the
precedingscalesthatarerelevanttotheindividualbe-
ing assessed. DSM-oriented scales were constructed
for theASR andABCLon the basis of judgments by
experts from 10 cultural groups. The DSM-oriented
scales are designated as Depressive Problems,Anxi-
ety Problems, Somatic Problems, Avoidant Per-
sonality Problems, Attention Deficit/Hyperactivity
Problems with Inattention and Hyperactivity-Impul-
sivitysubscales,andAntisocialPersonalityProblems.
Syndromes for Ages 18 to 59
EFAs and CFAs of theASR andABCLproblem
itemsyieldedthefollowingsyndromesthathaveclear
counterparts among the CBCL, TRF, andYSR syn-
dromes: Anxious/Depressed, Withdrawn, Somatic
Complaints, Thought Problems, Attention Prob-
lems, Aggressive Behavior, and Rule-Breaking Be-
havior.Inaddition,wefoundasyndromedesignated
asIntrusive,whichcomprisessociallyobnoxiousbe-
havior such as bragging, seeking a lot of attention,
showingoff,talkingtoomuch,teasing,andbeingloud.
Some of these items are included on theAggressive
Behavior syndrome derived from the CBCL, TRF,
andYSR. Longitudinal research has shown that ado-
lescents’scoresontheAggressiveBehaviorsyndrome
strongly predict young adult scores on both theAg-
gressive Behavior and Intrusive syndromes
(Achenbach et al., 1995c). This indicates that some
individualswhoscoredhighontheAggressiveBehav-
ior syndrome during adolescence remain high on ag-
gressive behavior during adulthood, whereas others
remainhighonthelessovertlyaggressivebutsocially
obnoxiousbehavioroftheIntrusivesyndrome.These
findings suggest that personal characteristics and/or
intervening experiences may cause some aggressive
adolescents to become less overtly aggressive while
stillremainingsociallyobnoxiousasadults.
ASEBAFORMS FOR AGES 60 TO 90+
Tomeettheneedforempiricallybasedassessment
of the strengths and problems of elders, we have de-
velopedtheOlderAdultSelf-Report(OASR)andthe
OlderAdultBehaviorChecklist(OABCL;detailsare
available at www.ASEBA.org). Like theABCL, the
OABCLcanbecompletedbyspouses,partners,fam-
ilymembers(includinggrownchildren),friends,and
therapists. The OABCL can also be completed by
staffofretirementandnursinghomes,homehealthaides,
and other caregivers.Although our research with the
OASR and OABCL has included participants as old
as 102 years, we specify the age range as 60 to 90+,
becauseournationalnormativesampleincludedpro-
gressively smaller numbers at each year of age over
90.
190. 13. Other ASEBA Materials
174
In addition to numerous items that have counter-
partsontheASRandABCL,theOASRandOABCL
havenumerousitemstoassesspersonalstrengthsand
problemsthatareofparticularrelevancetoolderadults.
Based on judgments by experts from seven cultural
groups, the OASR and OABCL are also scored on
thefollowingDSM-orientedscales:DepressiveProb-
lems,Anxiety Problems, Somatic Problems, Demen-
tia Problems, Psychotic Problems, and Antisocial
Personality Problems.
Syndromes for Ages 60 to 90+
EFAs and CFAs identified seven syndromes of
problemsinOASRandOABCLratingsofolderadults.
Syndromes designated as Anxious/Depressed, So-
matic Complaints, and Thought Problems have
counterpartsontheASRandABCL,aswellasonthe
CBCL,TRF,andYSR,althoughtheconstituentitems
differ somewhat. The following four OASR and
OABCL syndromes comprise mainly problems that
areofparticularimportanceamongolderadults:Wor-
ries, Functional Impairment, Memory/Cognition
Problems, and Irritable/Disinhibited.
SUMMARY
This chapter presentedASEBAinstruments for
assessing school-age children via interviews and ob-
servations and for assessing preschoolers and adults.
The SCICA obtains observational and self-report
data, achievement subtest scores, fine and gross mo-
tor screens, and detailed descriptive information in
clinical interviews with 6- to 18-year-old children.
Immediatelyaftertheinterview,theinterviewerrates
observationalandself-reportitemsthatarescoredon
syndromescales,Internalizing,Externalizing,andsepa-
rate Total Problems scales for observed and self-re-
ported problems.Atraining video enables trainees to
ratesegmentsofSCICAinterviews,entertheirratings
into the SCICA software module and have their rat-
ingscomparedwithratingsbyexperiencedclinicians.
Trainees can then watch and rate the interview seg-
mentsagainuntiltheirratingsagreewellwiththeex-
periencedclinicians’ratings.
The DOF is used by observers to make narrative
descriptions and to rate problems and on-task behav-
ior observed over 10-minute intervals in classrooms,
recess,andothergroupsituations.Students,research
assistants, teacher aides, and other paraprofessionals
canlearntomakereliableDOFratings.Observations
oftargetchildrenareaveragedovermultipleintervals
to obtain stable samples of behavior for comparison
with normative samples, as well as with control chil-
dren observed in the same settings as the target chil-
dren.
Forchildrenyoungerthan6,problemsareassessed
via the CBCL/1½-5 completed by parent figures and
via the C-TRF completed by daycare providers and
preschool teachers. The LDS component of the
CBCL/1½-5 is completed by parents to assess the
language development of children below age 3. Sub-
stantial proportions of the preschool items and syn-
dromes have counterparts on the school-age instru-
ments. Significant predictive correlations have been
found fromASEBApreschool scores to school-age
scores.
To apply empirically based assessment to adults,
theASR andABCL are available for ages 18 to 59.
Substantial proportions ofASEBAschool-age items
andsyndromeshavecounterpartsontheadultinstru-
ments.Scoresontheschool-agescaleshavebeenfound
tosignificantlypredictscoresontheadultscales.The
OASR and OABCL are designed for assessment of
older adults, with norms for ages 60 to 90+ years.
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