Technical Support for ASEBA® Software Products
ASEBA Forms
- How do I score or view a report?
- How to Change the Language on the Send Message to Informant Window.
- Using the ASEBA with People Who May Identify as Nonbinary
- Can the CBCL be filled out by people other than parents?
- How are clinical interpretations and decisions for a particular child made on the basis of norms for particular societies?
- For assessing immigrant children, how should I choose whether to display scale scores in relation to norms for the child’s home society or the host society?
- What if only the pre-2001 editions are available in translations of a particular language?
- For immigrants, how should I choose whether to display scale scores in relation to norms for the child’s home society or the host society?
- How should users decide whether to show cross-informant bar graphs to partners who have completed OASRs to describe themselves and OABCLs to describe their partner?
- Why aren’t multicultural norms available for the hand-scored OASR and OABCL profiles?
- Why aren’t multicultural norms available for the hand-scored CBCL and C-TRF profiles?
- Why aren’t there multicultural norm groups for the tobacco, alcohol, and drug items?
- What norms should I use for CBCLs and C-TRFs completed by people from societies that are not listed in Table 2-1?
- What if only the pre-2000 edition of the CBCL/1½-5 is available in a particular language?
- Why aren’t multicultural norms available for the hand-scored CBCL, TRF, and YSR profiles?
- How can I obtain translations of ASEBA forms?
- What translations of ASEBA forms are available?
- Should youths who are the identified clients be asked to complete the ABCL to describe their parent figure(s)?
- What cross-informant data should users show clients?
- Whose consent is needed before bar graph comparisons of scale scores are shown to clients?
- How should users decide whether to show parent figures cross-informant bar graphs that include scale scores for CBCLs completed by the parent figures?
- How should users decide whether to show cross-informant bar graphs to partners who have completed ASRs to describe themselves and ABCLs to describe their partner?
- What if I want a particular form for which a translation is not available?
- What norms should I use for ASRs and ABCLs completed by people from societies that are not listed in Table 2-1?
- Why aren’t multicultural norms available for the hand-scored ASR and ABCL profiles?
- How do the profiles differ from the previous editions?
- On item 113. Please write in any problems the child has that were not listed above, what should be done if a respondent describes a problem that is specified elsewhere on the problem list?
- Don’t certain items involve subjective judgments, such as 35. Feels worthless or inferior and 53. Feels too guilty?
- What if teachers say they don’t know enough about a child to score certain items?
- If both parents or multiple school staff members are available to complete the CBCL or TRF, should they collaborate in completing a single form, or should they independently complete separate forms?
- Will norms be added for more societies?
- The CBCL and YSR instruct the respondent to base ratings on the previous 6 months. What if a form is to be readministered over intervals of less than 6 months?
- How is item 113 on the CBCL and TRF figured in the total score?
- How are the Total Competence, Adaptive Functioning, and Total Problems scores used?
- Why aren’t there multicultural norm groups for the tobacco, alcohol, and drug items?
- What was the basis for the Personal Strengths multicultural norm groups?
- Why are the CBCL and TRF said to have 120 problem items when the item numbers only go to 113?
- Why is the YSR said to have 105 problem items when the item numbers go to 112?
- What was the basis for the adaptive functioning multicultural norm groups?
- Why was the Total Problems score used as the basis for selecting Group 1, 2 and 3 societies for the problem scale norms?
- Is there a “lie” scale for the profiles?
- For longitudinal research how can correlations be computed between the preschool scores and subsequent scores on the school-age forms?
- If the preschool forms are completed for a child and the school-age CBCL or TRF is completed when the child is older, how can the scores from the earlier and later assessments be compared?
- What is the earliest age at which expressive language delays can be identified?
- For longitudinal research, how can deviance on the preschool scales be analyzed in relation to deviance on the school-age scales scored later for the same children?
- Can daycare providers fill out the LDS?
- Should the LDS be used if a language other than English is spoken in the home?
- Can the parent include words the child says imitatively?
- What if the child uses a word such as “brush” to indicate an action, but the word is listed under the category of “Personal” words?
- Can the LDS be used for children older than 35 months?
- What if the parent writes down words that are not among the 310 on the vocabulary list?
- What if the parent writes that the child produces phrases or sentences but does not give any examples?
- How accurate are parents’ reports of vocabulary?
- Should there be separate norms for mothers’ and fathers’ CBCL/1.5-5 ratings or for different ethnic groups?
- Why are there separate cutpoints for boys vs girls for the vocabulary score but not for average length of phrases?
- How much of a change in a child’s score on a scale should be considered “real” change?
- How do the 2001 school-age forms differ from the previous editions?
- What if the respondent scores two different items when his/her comments indicate that they refer to exactly the same problem?
- On item 100. Please write in any problems the child has that were not listed above, what should be done if a respondent describes behavior that is specified elsewhere on the problem list?
- What if a respondent can’t read English but can read a different language?