• How do I score or view a report?
• 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?
• 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?
• Why aren’t multicultural norms available for the hand-scored CBCL and C-TRF profiles?
• 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?
• What translations of ASEBA forms are available?
• Whose consent is needed before bar graph comparisons of scale scores are shown to clients?
• 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 are the “DSM-oriented” scales?
• 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 the CBCL/1.5-5 be filled out by people other than parents?
• 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?
• 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?
• 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?
• Can the forms be used outside their designated age ranges?
• 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?
• The informant has filled out and submitted the form; why won’t the scores show?
• 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?
• At how young an age can a child be validly 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 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?