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?
- How is item 100 figured in the total score?
- The forms instruct the respondent to base ratings on the previous 2 months. What if a form is to be readministered over intervals of less than 2 months?
- Can other assessment procedures – such as play sessions, tests, behavioral observations, and family assessment – be used with the ASEBA forms?
- How do the profiles differ from the previous additions for CBCL 1.5-5 forms?
- Should extremely low scores be considered deviant?
- What if a respondent can’t read well enough to complete a form?
- Can the forms be used for ages below 1.5 and above 5?
- In daycare and preschool settings, who should be asked to fill out the C-TRF on a particular child?
- If multiple staff members are available to complete the C-TRF, should they collaborate in completing a single C-TRF, or should they independently complete separate C-TRFs?
- Can homecare providers and babysitters fill out the C-TRF?
- What if daycare or preschool staff say they don’t know enough about a child to score certain items?
- Don’t certain items involve subjective judgments, such as 27. Doesn’t seem to feel guilty after misbehaving and 33. Feelings are easily hurt?
- Can social desirability, lying, and other informant characteristics such as depression cause biases in scores?
- Can the CBCL/1.5-5 be filled out by people other than parents?
- How can data from the OASR and OABCL be coordinated for research purposes?
- Why are no Internalizing or Externalizing scales scored from the older adult forms?
- For longitudinal research, how can correlations be computed between scores obtained on the ages 18-59 forms and scores obtained later on the older adult forms?
- If ASEBA forms for ages 18 to 59 are completed for an individual and older adult ASEBA forms are subsequently completed for the same individual, how can the scores from the earlier and later assessments be compared?
- What is the difference between a profile and a scoring template?
- Why are no norms shown for the “Other Problems” listed on the Profile?
- Are there machine-readable or web-based versions of the forms?
- If respondents fill out the forms, won’t this cause them to focus exclusively on the individual who is being assessed instead of on family or marital relationships?
- What if a respondent endorses two different items when his/her comments indicate that the endorsements of both items refer to the same behavior or characteristic?
- What if the respondent circles two scores for a particular item or otherwise indicates that the item is true of the assessed adult but does not clearly indicate a score of 1 or 2?
- Can hand scoring be made quicker and easier?
- Should extremely low scores on problem scales be considered deviant?
- Are extremely low scores on problem scales be considered deviant?
- How are data coordinated from different informants?
- If two or more informants are available to complete the OABCL, should they collaborate in completing a single OABCL, or should they independently complete separate OABCLs?
- Why are the OASR and OABCL said to have 113 problem items when the item numbers on pages 2 and 3 go to 123?
- What if informants say they don’t know enough about an older adult to rate certain items?
- Don’t certain items involve subjective judgments, such as 23. Feels too guilty and 32. Feels worthless or inferior?
- The OASR and OABCL instruct respondents to base ratings on the previous 2 months. What if a form is to be readministered over intervals of less than 2 months?
- How do the OASR and OABCL differ from the ASR and ABCL?
- With school age informants, how can the scores from the earlier and later assessments be compared?
- Are there short forms that take less time to fill out?
- What if a respondent can’t read well enough to complete a form?
- Can other assessment procedures be used with the ASEBA forms?
- I am hand-scoring the forms. What is the difference between a profile and a template?
- What gender should a transgender client use when completing an ASEBA form?
- What if a respondent endorses two different items when his/her comments indicate that the endorsements of both items refer to exactly the same problem?
- Are there machine-readable versions of the forms?
- Can hand-scoring be made quicker and easier?
- How can data from the ASR and ABCL be coordinated for research purposes?
- Can the forms be used outside their designated age ranges?
- Why do some items differ between the ASR and ABCL versions of a syndrome scale, such as the Anxious/Depressed scale?
- For longitudinal research, how can correlations be computed between the school-age scores and subsequent scores on the adult forms?
- Can social desirability, lying, and informant characteristics, such as depression, cause biases in scores?
- How do the profiles differ from the 1997 young adult editions?
- What if informants say they don’t know enough about an adult to score certain items?
- If two or more informants are available to complete the ABCL, should they collaborate in completing a single form, or should they independently complete separate forms?
- Don’t certain items involve subjective judgments, such as 35. Feels worthless or inferior and 52. Feels too guilty?
- For 18-year-olds, how should choices be made between using the YSR and CBCL/6-18 vs. the ASR and ABCL?
- The ASR and ABCL 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?
- If respondents fill out the forms, won’t this cause them to focus on the individual’s problems instead of family or marital relationships?
- What if the respondent circles two scores for a particular item or otherwise indicates that the item is true of the adult but does not clearly indicate a score of 1 or 2?
- Why is the ABCL said to have 118 problem items when the item numbers go to 123?
- The informant has filled out and submitted the form; why won’t the scores show?
- How do the 2003 adult forms differ from the 1997 young adult forms?
- Why is the ASR said to have 120 problem items when the item numbers go to 123?
- Can I get e-units back if the informant doesn’t fill out the form?
- How do I download and print the profile and narrative report?
- I’m getting an error stating that PROFILE NOT DISPLAYED: More than 20 problem item are missing, Age or Gender are missing, or The scores could not be computed due to missing or invalid data when trying to score a report.
- How do I print a paper behavioral form in Aseba-Web?
- How do I add a form?
- How do I run a cross-informant report? (PC and Web)
- Where can I find forms recently completed by informants (ASEBA-Web)?
- On the hand-scored profiles, why do the interval marks on the left and right sides of the profiles correspond to T score intervals but not to percentile intervals?
- Who or what is an assessed person?
- May I make copies of the ASEBA forms?
- Can I use a subset of the items on the forms?
- Can I use a rating period of less than the specified 2 or 6 months? How often can I readminister a form?
- What training do I need to use the ASEBA forms?
- What is an informant?
- How many forms can be used in the Cross Informant Report? (PC and Web)
- Why can’t I see the adaptive functioning scale on my school-age cross-informant report? (PC and Web)
- What changes were made following the switch from DSM-4 to DSM-5?
- At how young an age can a child be validly assessed?
- How are clinical interpretations of the profiles made?
- Into what languages have the forms been translated?
- Some of my clients don’t read or speak English. Can I make translations of your forms for them?
- Is there an IQ level required for a respondent to fill out a form?
- Are my forms the most current version?
- Can the forms be administered orally or over the telephone?
- I am worried about my child. Can I get a CBCL/6-18 to fill out about her?
- The YSR and ASR (and CBCL/6-18 and ABCL) both say they can be used for 18-year-olds. How do I decide between them?
- Do the TRF Inattention and Hyperactivity subscales have T scores?
- The CBCL/6-18 and the TRF/6-18 both cover the same age range. How do I decide between them?
- In schools, who should be asked to fill out the TRF on a particular child?
- Can the CBCL/6-18 and the CBCL/1½-5 be filled out by people other than parents?
- Are the ASEBA instruments valid for children with Down Syndrome?
- If preschool ASEBA forms for ages 1½-5 are completed for a child and school-age ASEBA forms are completed when the child is older, how can the scores from the earlier and later assessments be compared?
- Can forms be used outside their designated age ranges?