• How do I score or view a report?
• Should cross-informant data be shown to youths?
• 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)?
• 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?
• Why don’t the MMO/18-59 and MFAM display cross-informant comparisons of adaptive functioning scores?
• 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?
• 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?
• 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?
• How do the 2001 school-age forms differ from the previous editions?
• 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?
• What if a respondent can’t read well enough to complete a form?
• Don’t certain items involve subjective judgments, such as 27. Doesn’t seem to feel guilty after misbehaving and 33. Feelings are easily hurt?
• For assessing outcomes and doing longitudinal research, how can deviance on the adult scales be analyzed in relation to deviance on the older adult scales scored later for the same individuals?
• 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?
• 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?
• How are data coordinated from different informants?
• How do the OASR and OABCL differ from the ASR and ABCL?
• 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?
• 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 assessing outcomes and doing longitudinal research, how can deviance on the school-age scales be analyzed in relation to deviance on the adult scales scored later for the same individuals?
• 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?
• 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 add a form?
• Where can I find forms recently completed by informants (ASEBA-Web)?
• How can I avoid storing PHI on a workstation with ASEBA-PC?
• 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?
• What changes were made following the switch from DSM-4 to DSM-5?
• How often can an individual be assessed?
• 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?
• 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?
• Can forms be used outside their designated age ranges?