Achenbach Empirically o S & g a ee ua) dea Manual for the ASEBA School-Age Forms & Profiles Yim =S-r Um CC di ian cele Ne -S en Td LOPYeeit ama) Xela el gia) @ Youth Self-Report An Integrated System of Multi-informant Assessment Beli eee Caller) & Leslie A. RescorlaAchenbach System of Based Hl Empirically Assessment 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User Qualifications ‘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 I1- to 18-yeat-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. Ifa 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 Took 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 stil 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, itis 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. Ifa child has a disability or isin 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, ice., children who do not have disabilities. This is necessary to provide ap- propriate comparisons with the norms for the ASEBA 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 ASEBA computer 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 deserip- tions of functioning. No scores on ASEBA scales should be automatically equated with a particular diagnosis or disorder. Instead, the responsible pro- fessional will integrate ASEBA data with other types of data to provide comprehensive evaluations of functioning.Preface ‘The Achenbach System of Empirically Based As- 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 CBCLI6-18, 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 CBCLI6-18, YSR, and TRF in a single Manual. ‘This Manual provides essential information about using and scoring the ASEBA school-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 the ASEBA school-age forms, Chapters I 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 ASEBA assessment instruments. Chapter 14 presents, ‘ways to use the ASEBA instruments 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: 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 the ASEBA school-age instru- ‘ments are fruits of long-term programmatic research and practical experience. Many colleagues through ut 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 Amold, 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,L tL. mm. Vv. Ix. XI. Reader’s Guide Introductory Material Needed by Most Readers A. Features of ASEBA School-Age FOIMS .....:snnnnnsennnnennnnne Chapter T B. Hand-Scored Profiles. Chapter 2 CC. Computerized Scoring and Cross-Informant Comparisons......::mmnee Chapter 3 D. DSM-Oriented Scales... Chapter 4 E. Practical Applications. Chapter § Construction and Norming of Scales for ASEBA School-Age Forms A. CBCL and YSR Competence Scales. Chapter 6 B. TRF Adaptive Functioning Seales. Chapter 6 C. Syndrome Scales Chapter 7 D. Intemalizing, Extemnalizing, and Total Problems Scales.. Chapter 8 A. Reliability, Internal Consistency, Cross-Informant Agreement, and Stability Chapter 9 B. Validity ..nsmnnnnnnnss simnnmnnnannnnnnnnnee CHAPEL 10 CC. Item Scores Chapter 11 Relations to Other Scales A. Relations of New Scales to Previous Versions ....rnmnnsnnennnnneee Chapter 12 B. Relations to Other ASEBA Instruments... Chapter 13 Research Use of ASEBA School-Age Forms..... sow Chapter 14 Answers to Frequently Asked Questions Chapter 15 Instructions for Hand Se 1g the Profiles, Appendix A Factor Loadings of Items on Syndrome Scales... Appendix B ‘Mean Scale Scores for National Normative Samples..... Appendix C ‘Mean Scale Scores for Matched Referred and Nonreferred Samples........ Appendix D Correlations Among Scales... .. Appendix E,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, TRE, and YSR: The fields for parents’ type of work now say PARENT I (or father) and PARENT 2 (or mother). 2. Page 1 on the CBCLI6-18 and TRF: The gender options for the person filling out the form are now Man Woman Other (specify). ge 1, item IT on the CBCL/6-18 and YSR: Video games has been added as an example of acti 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-S criteria added the following items to the DSM-oriented Am Problems scale for ages 6-18 in November, 2013: 31. Fears he/she might think or do something bad; 47. Nightmares (not on TRE); 71. Self-conscious or easily embarrassed. The T scores of the Anxiety Problems seale 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 wwwaaseba.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Contents User Qualifications Preface Reader’s Guide... 1, Features of ASEBA™ School-Age Forms... 1 THE CBCLI6-18 1 Innovations in the CBCL/6-18. 6 Respondents Who Cannot Complete Forms Independently... cron 6 THE YSR 6 THE TRE... so . cnn cnn LD Innovations in the TRE. . 16 ACHENBACH SYSTEM OF EMPIRICALLY BASED ASSESSMENT 16 STRUCTURE OF THIS MANUAL. 16 SUMMARY | 7 2. Hand-Scored Profiles for ASEBA School-Age Forms .. ‘THE CBCL COMPETENCE PROFILE CBCL Competence Scales CBCL Total Competence Score ‘THE YSR COMPETENCE PROFILE so ‘THE TRF ADAPTIVE FUNCTIONING PROFILE SYNDROME PROFILES ‘The CBCL Syndrome Profile Profiles Scored from Different Informants INTERNALIZING AND EXTERNALIZING GROUPINGS OF SYNDROMES wnvssnsnnnnnnne 24 TOTAL PROBLEMS SCORE 25 SUMMARY, 25, 3. Computerized Scoring and Cross-Informant Comparisons COMPUTERIZED SCORING OF ASEBA FORMS ASEBA WEB-LINK CASE EXAMPLE: WAYNE WEBSTER, AGE 15 COMPUTER-SCORED CBCL AND YSR PROFILES CBCL Competence Profile. CBCL Syndrome Profile YSR Syndrome Profile YSR Narrative Report and Critical lems COMPUTERIZED CROSS-INFORMANT COMPARISONS Cross-Informant Comparisons of Item Scores Correlations Among Informants’ Scores Cross-Informant Comparisons of Scale Scores INTERVIEW WITH WAYNE CLINICAL PLAN SUMMARY,vili Contents 4, DSM-Oriented Scales for Scoring ASEBA School-. Age Forms. CONSTRUCTING DSM-ORIENTED SCALES PROFILES OF DSM-ORIENTED SCALES jn PROFILES AND CROSS-INFORMANT COMPARISONS OF DSM-ORIENTED SCALES. 45 GUIDELINES FOR USING DSM-ORIENTED SCALES. High Scores on Multiple Scales Cross-Informant Differences in Seale Scores 46 Severity of Problems on DSM-Oriented Scales 48 SUMMARY vrnnsnnnninnnnnnnnininnn 48 5. Practical Applications of ASEBA Forms ssc GUIDELINES FOR PRACTICAL APPLICATIONS Using ASEBA Forms Routinely Obiaining Reports from Multiple Informants Using ASEBA Data to Guide Interviews Using ASEBA Data in the Diagnostic Process. Using ASEBA Forms for Assessing Service Delivery and Outcomes wen Reassessing Children at Uniform Intervals Using ASEBA Forms to Train Practitioners . MENTAL HEALTH SETTINGS Intake and Evaluation Having Both Parents Fill Out CBCLs Interviewing Parents... Diagnostic Issues EDUCATIONAL SETTINGS . oo Using ASEBA Data to Guide and Monitor Prereferral Interventions Using ASEBA Data in an Evaluation. Using ASEBA Information to Support Section 504 Accommodations... . Using ASEBA Data in Designing Individualized Educational Programs (IEP).. 37 CASE EXAMPLE IN A SCHOOL SETTING: Alicia Martinez, Age 8 Cross-Informant Comparisons ... Intervention Follow-up Evaluation MEDICAL SETTINGS. Using ASEBA Forms to Identify Problems In Medical Settings Using ASEBA Information in Treating Medical Conditions... Using ASEBA Information in Assessing Attention Deficit Hyperactivity Disorder. CASE EXAMPLE IN A MEDICAL SETTING: Wesley Russell, Age 11 Obtaining ASEBA Data Crossinformaat Comparione Intervention Follow-up Evaluation... CHILD AND FAMILY SERVICE SETTINGS FORENSIC CONTEXTS Using ASEBA Forms When Child Abuse Is Suspected Using ASEBA Information in Juvenile Coutts... CASE EXAMPLE IN A FORENSIC SETTING: Lorraine felson, Age 13...Contents x Cross-informant Comparisons 68 Direct Evaluation wc Intervention essed cin a soon Follow-up Evaluation. 1 SUMMARY 6. Constructing and Norming Competence and Adaptive Scales CBCL AND YSR COMPETENCE ITEMS ........... CDCL AND YSR COMPETENCE SCALES. Construction of Competence Scales .. NATIONAL NORMATIVE SAMPLES Obtaining a National Probability Sample... Selection of Nonreferred Children for Norms .. ASSIGNING NORMALIZED 7 SCORES TO COMPETENCE SCALES... Total Competence Score ..... etna NORMING THE TRF ACADEMIC AND ADAPTIVE FUNCTIONING SCALES 80 SUMMARY css 7. Construeting and Norming Syndrome Scales STATISTICAL DERIVATION OF THE SYNDROMES... Factor Analysis of Item Scores CBCL Samples YSR Samples ‘TRF Samples... Items Analyzed ” Factor-Anaiytic Methods Results of the Factor Analyses .. Additional TRF Analyses of Attention Problems - Additional TRF Analyses of Affective Problems CONSTRUCTING SYNDROME SCALES ......... _— ASSIGNING NORMALIZED T SCORES TO RAW SCORES “Truncation of Lower 7 Scores at $0 Assigning T Scores Above 70 (98th Percentile). Mean T Scores BORDERLINE AND CLINICAL RANGES NORMS FOR DSM-ORIENTED SCALES... SUMMARY... 8. Constructing and Norming Internalizing, Externalizing, and Total Problems Scales... CONSTRUCTING INTERNALIZING AND EXTERNALIZING GROUPINGS OF SYNDROMES... Arrangement of Syndromes on Profiles ASSIGNING T SCORES TO INTERNALIZING, EXTERNALIZING AND TOTAL PROBLEMS NORMAL, BORDERLINE, AND CLINICAL RANGES. RELATIONS BETWEEN INTERNALIZING AND EXTERNALIZING SCORES. Distinguishing Between Interalizing and Externalizing Patterns SUMMARY.x Contents 9, Reliability, Internal Consistency, Cross-Informant Agreement, and Stabi RELIABILITY OF ITEM SCORES ........ Inter-Interviewer Reliability of Item Scores. ‘Test-Retest Reliability of Item Scores. we a - - 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 . CONTENT VALIDITY Selection of Items... Problem Items, Competence and Adaptive Functioning Items CRITERION-RELATED VALIDITY OF SCALE SCORES. Demographically Similar Referred and Nonreferred Samples... Multiple Regression Analyses of Competence and Adaptive Functioning Scales. Multiple Regression Analyses of Problem Scales CLASSIFICATION OF CHILDREN ACCORDING TO CLINICAL CUTPOINTS ... Odd Ratios (ORs) CUTPOINTS DERIVED FROM CROSS-TABULATION OF TOTAL PROBLEMS, TOTAL COMPETENCE, AND ADAPTIVE SCALES... so Cases That Are Not Easily Classified as Normal vs. Deviant Effects of Cutpoint Algorithms... DISCRIMINANT ANALYSES Cross-Validated Correction for Shrinkage ... Cross-Validated Percent of Children Correctly Classified... os PROBABILITY OF PARTICULAR TOTAL SCORES BEING FROM THE REFERRED VS. NONREFERRED SAMPLES ...osssvsnnsnsnnnene sn sone 126 Competence and Adaptive Scores 127 Total Problems Scores. CONSTRUCT VALIDITY OF ASEBA SCALE: 127 Correlations of ASEBA Problem Scales with DSM Diagnoses ....nnnmnennnnennrne 129) Correlations of ASEBA Scales with Scores from Other Instruments, . 131 Cross-Cultural Replications of ASEBA Syndromes 132 Genetic Evidence ... an _ 134 Biochemical Evidence 134 Developmentat Course and Outcomes. snnnonnnnnennnnnnnnnnanennns 134 Implications of the Evidence for Construct Validity 135 SUMMARY. 135 11. Item Scores.. - CBCL COMPETENCE SCORES .. ie soon 136 Referral Status Differences in CBCL Competence ScOreS waves 136 Demographic Differences in CBCL Competence Scores 138 YSR COMPETENCE SCORES 138 Referral Status Differences in YSR Competence Scores 138Contents xi Demographic Differences in YSR Competence Scores . 138 TRF ACADEMIC AND ADAPTIVE SCORES ....00nn snnnnnnennnnnnn MB Referral Status Differences in TRF Academic and Adaptive Scores... sone FB. Demographic Differences in TRF Academic and Adaptive Scores... 143 CBCL, YSR, AND TRF PROBLEM SCORES - : 144 Referral Status Differences in Problem ScOtES ninmnnensnane inchs Demographic Differences in Problem Scores 144 GRAPHS OF PREVALENCE RATES wronnnonmsnsnsneunnnenennaninnnnaneennann so 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 rn 166 INTERNALIZING AND EXTERNALIZING sossonnsnnsnnnonn 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) 7 169 SCICA Procedures snnnmninnnnsnn - 169 SCICA Seales... sonnei snnnnne ITO SCICA Training Video sv. . 170 ‘THE DIRECT OBSERVATION FORM (DOF) 7 170 DOF Procedure 171 Comparisons With Other Children 171 DOF Scales 171 Reliability and Validity ofthe DOF .. 17 ASEBA FORMS FOR AGES 1’ TO 5. petites dT Language Development Survey (LDS). mm Preschool Syndromes m Prediction of School-Age Problems - ——— son 72 ASEBA FORMS FOR AGES 18 TO 59 ate snanannnenene UB Syndromes for Ages 18 t0 59... . soe IB ASEBA FORMS FOR AGES 60 TO 90+ 13 ‘Syndromes for Ages 60 to 90+ 74 SUMMARY soo 174 14. Research Use of ASEBA School-Age Forms 175 GUIDELINES FOR USE OF ASEBA FORMS IN RESEARCH 175 Use of Raw Scores 8. T SCOTES .nsnnsnenmnninnsnnnnninnannnninnnnnnnnnnnannanen ITS Inspection of ASEBA Data Prior to Analysis soon snannnnen 16 Standardization of Seale Scores within Research Samples 176 Developmental Perspectives on Longitudinal Research w....nnsninwnnunnnnnananansnansne ITT EPIDEMIOLOGICAL RESEARCH 7 18 Population Studies «0. . so ITB DIAGNOSTIC AND TAXONOMIC RESEARCH 179 Diagnosis of Behavioral/Emotional Problems 180Assessment and Taxonomy ne ner 180 ‘The DSM-Oriented ASEBA Scales... 7 —_ 180 ETIOLOGICAL RESEARCH Is OUTCOME RESEARCH. vo 182 Identifying Children with Poor ‘Outcomes. - oe | +] The Clin inieanes of Improvemens 183 Groups a Risks = anna nd 83 Evaluating Outcomes of Services. vs 183 Experimental Intervention Studies 184 CROSS-CULTURAL RESEARCH, iss RESEARCH ON CHILD ABUSE.... humana 8 RESEARCH ON PARENTAL CHARACTERISTICS. 186 RESEARCH ON MEDICAL CONDITIONS. 186 SUMMARY... 18s 15. Answers to Frequently Asked Questions. 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 Appendix B.. Appendix C D... Appen Appendix E Index.Chapter | Features of ASEBA™ School-Age Forms The Achenbach System of Empirically Based Assessment (ASEBA™ comprises an integrated set of forms for assessing competencies, adaptive func- tioning, and problems in easy and cost-effective ways. In this Manual, we describe the 21* century editions of ASEBA forms for ages 6 to 18 that are completed by parents, parent surrogates, youths, and teachers. We also present revised empirically based scales, new DSM-oriented scales, and new national norms, By using ASEBA forms, you can quickly obtain standardized data on a broad spectrum of compe- tencies, adaptive functioning, and problems. Unlike ‘many standardized forms, ASEBA forms also ob- tain individualized descriptions, plus open-ended reports ofthe best things and greatest concerns about the children who are assessed. (For brevity, we will uuse “children” to include ages 6 to 18.) ASEBA forms can typically be completed in about 15 to 20 minutes. If time is at a premium, users can request respondents to complete only the portions of the ASEBA forms that assess compe- tencies and adaptive functioning (pages 1 and 2), or only the portions for rating specific problems (pages 3 and 4). However, to obtain a full picture of a child’s functioning, all four pages of ASEBA forms should be completed by as many informants as possible, such as each parent or surrogate and each teacher, as well as I1- to 18-year-olds who complete the YSR. The Child Behavior Checklist for Ages 6 to 18 (CBCL/6-18), Youth Self-Report (YSR), and Teacher's Report Form (TRF) are parallel forms that facilitate systematic comparisons of multiple perspectives on children’s functioning. Because no single source can provide complete and accurate data, comprehensive assessment requires multiple sources of data. In this chapter, you will learn about the similarities and differences among the CBCL/ 6-18, YSR, and TRF. To help you start using these forms as quickly as possible, Chapter 2 teaches you about the hand-scored profiles on which the data are scored, while Chapter 3 teaches you about computerized profiles and cross-informant com- parisons for pinpointing similarities and differences among reports by different informants. In Chapter 4, you will lear about DSM-ori- ented scales, which consist of ASEBA problem items that are consistent with diagnostic catego- ries of the American Psychiatric Association’s (1994) Diagnostic and Statistical Manual, 4" Edi- tion (DSM-IV). To help you see how ASEBA forms are used in various settings, Chapter 5 provides guidelines and illustrations for practical applica- tions in diverse settings, such as mental health, school, medical, child and family service, and fo- rensic settings. (Names and other details in the case illustrations are fictitious to protect confidential- ity.) We will provide an overview of the rest of the ‘Manual at the end of this chapter. THE CBCL/6-18 ‘The CBCL/6-18 is a revision of the CBCL/4- 18 (Achenbach, 1991b; Achenbach & Edelbrock, 1983). It is completed by parents, parent-surro- gates, and others who see children in family-like contexts. Figure I-1 shows the English language version of the CBCL/6-18 completed for 15-year- old Wayne Webster by his mother. (At this writ- ing, one or more ASEBA forms are available in the 61 other languages listed in Chapter 14.) As you can see in Figure 1-1, the first page of the CBCL/6-18 requests demographic information about the child and asks respondents to indicate their name and relationship to the child, such as mother, father, foster parent, or other relationship. Informa-o Please print CHILD BEHAVIOR CHECKLIST FOR AGES 6-18 1. ASEBA Features [Feary oa PARENTS" USUAL TYPE OF WORK even Hot wating now ize i Seteose roxanne ounce npn cca wae enor, ‘ie Sete epote sce sosanen sy sonnet) Selina te a fens ace Jempsemeveonoue (NESS Oy + Ber Goo | 5 Heeornow com puter @reqrammer— MoO om Ott v. OL |u.O3 omO3_v Be ms FR FLED OU Yio ae) ‘rasa fi cut efor 1a eat your vow of te Alice N. Webster MN yoor__4__ cies behavior even if other people might nal Yow ance: Vsti RD rare sree. Fee! te to print adstonalcommets| wean eee £9 | Seite each tem andin the space pondedon| Dacoocarees CJouorwee Cherniaen age 2. Be sure to answer il items. ceri rent ronwraee Cloner {ress ite sport your cid ost ties Congred oars oftiesars Compared others oan Geiapaain Paredes meme Seoooatontmcstnnecs——Squbumntoa bln ‘Sisay ath sa rar Tutgeamect poten Spine = ra One a — a ar a «Basketball ao fog ao moo 8 990939 383 39 990909390 o5 395 1. Please lst your ehi's favorite hobbies, selves, nd games other han spor For example: saps, dls, books are ‘alts, cars, computes, sing (D0 not Ire tatening to rao or TV) Done 2 Computers b. 1 Please ts any organizations, clubs teams, or groups your ld belong to ». {Vl it ny oor chores your ci an. Fereamie pp ae Soong ang bes nnn tr, (rea Sm pa ped pond caren) None 4° a cutting lauon ® ser Ros sean eases Rao ‘cane wage age ow 909 09 of 3 fo 9900006UhKUmGUhlUcOlcG 909090 o3 oa Compre oars fe sane Soorhow scons hse ach? Kim neon cive Row aS oS od a00 90 goo0 5 Comparator of te se soutoa ven cons wieecary Sonor? ‘Rnetne Aneane Aeron Krom og O'S oe a2 fone Thon sere og 990 9 “ ‘Coppin 2001 T. Achenbach [ASESA.Unveray of Vermont 1 Sout Proepoct St, Burnglon, VT 05401458 sw ASEBR rg ‘UNAUTHORIZED COPYING IS LLEGAL (401 Eaton 2011. ASEBA Features Pease print Be sure fo answer all items. \V. 1, About how many close ends does your child have? (Do notinclude brothers & seers) none A zer3 Oaormore 2. About how many times a week does you child do things with any fiends ouside of regular schol hours? (©e notinchue bothers & seers) Bites than t Rior2 Csormore ‘Vi Compared to otbers of hiner age, How weil does your ci Worse Average Better A.Getsonawintichertrtes sess? §— «DF Oasrabrtersoritere Get along wih ters? 9 ao oa « Banave wh nsner sare? @ aoa ey an wat na? o aio VILA, Pertormance in academic subjects. CT. Dots not tend schoo because Beiow poove Check sborforeschsujecthatchidtakes Fang Average Average Average ‘2 Resding Engi or Language As a oo a oa ner scaenie —_& Hitay or Sol Ses o oF &@ O ee, Atma ora oo 39 3 @ semen 4 Senco o @ 3 9G rest onetime. ComPuber Course a a a Q Sete ¢ o 9 o a Soe gp a a a a 2. Does your child ectve special education or remedial services or attend a special cass or special school? TRNo CT Yee—kind of services, cass, or schoo 2 nan yurcdreontdany onde? CIN GYer—andeeandrons: And qrade Nas _immacture 4. Has your eild had any academic o other problems in schoot? CINo {fl Yes—please describe: SEEMS te hove lost interest in some subjects, Failing English; nen did these problems stat?_{o months G0 Problems ‘otth Have these problems ended? No CI ves-when? anger (Does your ei have any ines or ebity (either physical ormentaty? No CT Yes—plesse describ: What concems younostaboutyourchier Loss of interest in ‘sehool, Pa tling, grades, anger, conflicts with family, bad attitude Passes beer tinge, Very bright, talent for Computers. Con be very Griendly sometimes pa Be sure you answered ail items.1. ASEBA Features Please print. Be sure to answer all items. ‘Below isa Iist of toms tat describe children and youths. For each item that describes your child now or within the pest 6 months, please circle the 2if the emis very tue or often true of your child. Cirle the 1 ifthe tem is somewhat or sometimes true of {oUF chid. Ifthe item is not rue of your child, cre the 0. Please answer al tems 2s well as you can, even if some do not seem fo apply to your child, = Not True (as far as you know) 1 = Somewhat or Sometimes True 2 Very True of Often True Gra a °@: % 2 ©O@e> oe > OG. 660 o G.- =: (66: es 10. " 2 13. 1“ 16, 16. vv. @= O00O- -@@- -o@ ‘8 124 122 42a +O xz 1 7 2 01@ a 1? 2 01@ x. 0@? “w @i2 » 1@2 x ee ST Driccemgtetreensmns | ‘Argues alot Fals to fish things helshe starts ‘Thor s very lite hefshe enjoys Bowel movements outside tolet Bragging, boasting ‘Cant concentrate, can't pay attention for long ‘Cant got hisher mind off certain theuohs ‘obsessions (describe): Computers 5 Eitalitn rstees ornpersce ings to adults or oo dependent ‘Complains of lnetiness Conse or seems to be in a fog Cries a lot ‘Crue to animals ‘Crue, buying, or meanness to others Daydreams or gets lstin hisher thoughts Dolberatoly harms self or attempts suicide Demands alt of attention Destroys histher own tings Destroys things belonging to hither family or others Dsobedientathome 23, Dieobedient at schoo! Doesnt eat wet Doesn't get along wih other kids Doesn't seem to fee! guiy ater misbehaving Ensiy jelous Breaks rules at home, school, or elsowhero Fears cetan animals, situatons, or paces, (other than schoo! (describe) Fears going to schoo! Fears helshe might think or do something bed je 9 OO 2O-> = B-@ GOEOCDGOS O-OO= = 9Q Teese 2 ee OO = == Qe » Qe wwe 2 ‘eo 2 2 2 2 2 nee renee 2 a ‘Fool hele has to be parfect, Fees or complains that noone loves hiwyher Fees others are out together Fools worthless or inferior ee Gets hurt aot, accent. prone Gots in many fohts Gots teased aot Hangs around wit others who getin rouble Hears sound or voices that aren't there (eserbey 41, Impulsive or acts without thinking 2 43, Would rather be alone than wth others Lying or cheating Bites fngemais 45. Nervous, highstung, or tons Nervous movements or bitching (deserbe);__ 47. Nighimares 4 40, 50, 54 ‘52. Feels to guilty 58 Overeating Not iked by other ids CConstpated, doesnt move bowels Too fearful or arvious Feels dazyorightheaded 4 55, verted without good reason Overweight Physical problems without known medical ‘Aches or pains (not stomach or headaches) Headaches Nausea, fools sick Problems wth eyes (not corrected by glasses) (deserbe) Rashes o oer skin problems ‘Stomachaches Vorting, throwing up Other (deserve: i {Be sure you answered all tems. Then see other side1. ASEBA Features Please print. Be sure to answer atoms. O=NotTive(astar as youknon) 1=Somewhator ometines True__2# Very Tre or ten Trve 12 57. Physicaty tacks pope ]@ + 2 64. range bonavorSeeo9: 4258. Pexenose shin or ter part ay “ (cece © @ 2 6s, Srangoideas Goto; Peculion — vel 250, Plays wih own sox prs in pubbc © + @ 68. suttom, sun orintatie 2-60, Plays win own sex prs oo much © © 2-67, Sudden changes nod or lesings 1 1 D 2 61. Poorscrest work ‘¥ 2 62 Poorly coonated or cumsy <8 a8 ee bs Prefers beng wih oir Wiss Prefers being wih younger kids 2 £0, Swoarng or obscene anguage 2 9F, Take about ing st 92, Taks or wasn sleep (desert: -@-8 99, Take wo much 2 +2 ot Temes abt + @ 95, Tonpranrams ox hot tener 6. Think bout sextoo mich 97, Teste ooo 99, Thumb-sueking "00, Smokes, chews, or sits obacco 1 @ 71, Soitconscious or easily embarassed © 1 @ 100. Trouble sleeping (deserve): 2 2 ©8 = -OG = Oe == == @= 72. Sets tees 2 101, Truany, skips schoo! 2.102, Underactv, sl movin, rks energy @ 109. Loney, 0 or dprossed 73, Sexual problems (descrbe) @- -O0 O=- = z nay oud 4. 275. Toostyorime 2-105, Uses gs fo noms purposes dont @ 2 70. Seopsasstan most ind olor toe) eerbe © 1 277 Seopsmere nan mest ts ng dy acon ont see) 1 2 106. Vnialem 107, Wets st uring the day 108, Wats ne bed 108. Wrining 110, Wahes tobe of pposte sex 4 @111. wincrawn, does gtinoted wih others 1 112 wens 2, Stele at home © i i | = 60505 £83, Stores up oo many things halshe doesn need 113. Please wit in any problems your child ha hat (desert: wore not sod above: ora o12 o12 are ‘Please be sure you answered al ems6 J. ASEBA Features tion about the parents’ occupations is requested as a basis for scoring socioeconomic status (SES), in case the user wishes to do so. The respondent then com- pletes the competence items on pages 1 and 2, fol- lowed on page 2 by open-ended items for describ- ing the child’s illnesses and disabilities, what con- cems the respondent most about the child, and the best things about the child. When people complete the CBCLI6-18, they thus provide not only ratings that are scored on the scales to be described later, but also descriptive information specific to the child who is being assessed. This descriptive information provides users with a picture of the child in the respondent’s own words. Users can then consider such information, along with scores on items and scales, for discussion with parents and others. By looking at the last two pages of Figure 1-1, you can see CBCL pages 3 and 4, which request ratings of behavioral, emotional, and social prob- lems. The respondent rates each problem item as 0 =not true, I = somewhat or sometimes true, and 2 = very true or often true, based on the preceding 6 months. (For reassessments over less than 6 months, respondents can be asked to base their rat- ings on shorter periods, such as 3 months.) As Fig- ure I-1 shows for pages 3 and 4, several items re- ‘quest respondents to describe the problems. Fur- thermore, item 56h on page 3 requests respondents to describe and rate any additional physical prob- lems. Item 113 on page 4 requests respondents to describe and rate problems of any kind that were not previously listed. Innovations in the CBCL/6-18 The 21* century profiles and norms are designed for ages 6 to 18. Whereas the previous edition of the school-age CBCL (Achenbach, 1991b) in- cluded ages 4 and 5, those ages are now covered by the CBCL/1!4-5 (Achenbach & Rescorla, 2000), However, the CBCL/6-18 may be used for 5-year- olds if they are likely to be reassessed with the CBCL/6-18 again after their sixth birthday. To improve assessment of conduct problems, attention problems, and depression, we have re- placed CBCL/4-18 items that were rarely endorsed or were ineffective with the following problem items: 2. Drinks alcohol without parents’ approval (describe); 4. Fails to finish things he/she starts; 5. Thereis very little he/she enjoys; 28. Breaks rules at home, school, or elsewhere; 78. Inattentive or easily distracted; and 99. Smokes, chews, or sniffs tobacco. The new items 4 and 78 assess the same problems as the items bearing these numbers on previous and current editions of the TRF (Achenbach, 1991¢; Achenbach & Edelbrock 1986). The current TRF (described later in this chapter) has changes corresponding to the changes in CBCL/6-18 items 5, 28, and 99. We have also ‘made small changes in the wording of items 51, 54, 56f, 75, and 83. Because CBCL/6-18 item 2 specifically asks if the child drinks alcohol without parents’ approval, alcohol is no longer included in item 105 concern- ing substance use. All the CBCL item changes have counterpart changes on the YSR. To help users readily distinguish between the CBCL/4-18 and CBCL/6-18, we have changed the font at the top of page 1 and have changed other aspects of the form’s appearance. We have made similar changes on page I of the TRF and YSR. Respondents Who Cannot Complete Forms Independently For respondents whose reading skills are poor or who may be unable to complete ASEBA forms for other reasons, the following procedure is rec~ ‘ommended: An interviewer hands the respondent a copy of the form while retaining a second copy. The interviewer says: “I'll read you the questions on this form and I'll write down your answers.” Respondents who can read well enough will typi- cally start answering questions without waiting for each one to be read. However, for respondents who cannot read well, this procedure avoids embarrass ‘ment and inaccuracies, while maintaining standard ization like that for respondents who complete the form independently. THE YSR ‘The current edition of the YSR is normed for1. ASEBA Features 6 Please print YOUTH SELF-REPORT FOR AGES 11-18 _[oe™=*""5" Wie Wayne Arneeen) _Weloster |e te anenersnnsatenan swangean) is —Corspucter Cones Hare hom Cow | VS [Ag icin. Ae + bid 2 on Computer Peogramnes to fom F vOL |i 3 om 3 v_B6 Please fil out this form to reflect your viows, even if other Senoor_G___ | HPESE wore people might not agroe. Fo! foo to print addtional Norarenona _, | NSA wer kewng |Comments bese each tem and in he spaces provided on a ween TT Iyer te sur to anewer ltrs. {Pas tt pos you nowt Conpwedo oes ofyouraon Conrado reo your as Chaka pac PareZope sare, Seton tine oye Sono oyu do sacrone? ited ath se boar oe Spon sch rhe = “ i i Done. erage average ‘Average Average oN Eecethall SS oe Le a oa os a oa i Pine your rn habe, Canpardio ai ot euro ‘sn sn gars, oe apr SoTioenaane Sree Feracage sa panne Srentinee Sonn st Dome cte Sonewicanoomacare Nv) tee 1 On. ange swage Rees a "Computers a” 'o” on o oa ei I Pease aay peatons, cba ans, Coparedte or fears, or oupe you bang ‘utetne sr yout oc? none ee Se . o ao06d9d 6 o 969g & o o.9 T7 Fas Tata fbeoces you avs Gnd sors ooo Fornangic peruse saying naling Sowtaldoyor say aot ‘elSverng tau foe Bo le Spud nova) none actos aenge Recaoe a Cvthng Gres SRS &—_______ 0 99 ‘Be sure you answered all sino ‘hon ose case. Gepygn a0 Aceon URAUTHORZED COPYING 6 LEGAL S01 Eon 31 Sea emo Soomro 6 agen, Tose womens ees Figure 1-2. Wayne’s YSR.1. ASEBA Features lease print. Be sure to answer al toms. V. 4. About how many close frends do you have? (Do not include brothers & sisters) none fe rors Osormore 2. Abouthow many times a week do you do things with any fends outside of regular schoo! hours? (Be not include brothers & sisters) Tess than + Trorz Rsormore Vi Compared to thers of your ape, how wall do your Worse Average Batter 8.Getaong wih your tries Sites? BE a a 1 nave no trothers or siters ©. Get tong win oer ks? 5 a Get ong wh your peers? a a a 4: Do tings ty yous? a a ‘Vi.1. Performance in academic subjects. C1 do not attond schoo! because Below Above check box foreach subject that you take Fling Average Average Average 2. Reading, English, or Language Arts a a a Oberscdenic ——_b.History or Social Studies a a a a pec artmetic or ah a a a w Sees" 4. Science a a a a ‘ee Somat ¢, Prog ceatnte ime oa oa a a renee a o o o a a a a Do youhave any iness, cisabity, or handicap? No CT Yes-please desert: Please describe any concerns or problems yu have about chook Teathes ace ovt to get me — | hate Sehoel. ‘lease describe any other concerns you have: L canst test Kids ac school. Can’ + helveve my Parents any More eae deer te bet hinge abou yous \ understand computers — can arn al) Kinds o€ software - psc Be sure you answered all tems.1. ASEBA Features Please print Be sure to answer all tems. Below is a st of ems that describe Kids. For each lm tat describes you now or within the past 6 months, please Gris the 2ifthe emis very gue or often true of you. Ce he 1 he tm s somewhat or sometimes tue of you. Ito tam is not rue ‘ot you, exe the 0. = Not Tee ‘1s Somewhat or Sometimes True __2= Very True or ORen True Vers © 2 eee ®OQr @9 » w. ", 13 %@ 8 » "5. 6 ” 18 10 20. *© -9 O- © -8A0- -- - @OD O-Os -O-OG- ee oe 2 O 906 Tact too young for my 296 | lana tut py parent approval (Gesctey Somehimes beer Targus aot al to firish ings that tart ‘Thee i ver lite that eioy ike animals Hag "have wouble concentrating or paying attention cant get my ing off catain thoughts: (oscroo: have rouble siting et [imtoo dependent on aduts ee tonely Yoo confused orin a fog leyatet {am prety honest am mean otters { dayéream a ot | otra ry to hurt or kl myself tty to got alto atenton "estoy my own things | estoy things Belonging to oters edsobey my paren | eiobey at schoot "dont eat s wel as should "ont get along wih oer Kids | don foe guty ater doing something [shout 1am jealous of thors break ruls at home, schol, or sewers am ata of contain anima, stuatons, of places, other han soo! describe) Tam ata of gang to schol | am afd | might tink odo something bad oo that Ihave tobe pecect, 710s 01 0 1@ 3 01 @ ae @12 0 72 0 24 @«2 24 244 4s, 4 49 0. 51 82. 8. 6 Bi@+- & 12 g 6. 6 @QOSD°- PYI-@ Qe Go Se oo 42s @: + 28 126 @2« tat 4200 2k ee! tat no one eves me eel hat thers are out to gat me eel worthless o near "aecicentaly get hurt aot | gotin many hts 1getteased at nang around wih kts who got in oublo "near sounds or voles that oes peop think zront hor (deseibey. Same 7mes "act witout stopping to think | would there alone than with oters He or cheat te my Fogemaas Pars of my body twich or make merous mowers Conroe) epelide aulhch "have nightmares am not ked by ter kts "can do certain things batter han most Kids 1am to fearful or aus Yoo zy or ptheadod Yee too guilty {1 eattoo much eel overtired witout god reason 1am overweight Physical problems without known medical ‘Aches or pains (nt stomach or headaches) Heacacres Nausea, oe! sek Problems wit eyes (nti corected by lasses) (Coser: Rashes or cher sin problems Stomachaches Vornting, towing up ‘ther (desert): ices Be sure you answered all items. Thon see other side.