Technical Support for ASEBA® Software Products
School Age Forms
- 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?
- 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?
- Should cross-informant data be shown to youths?
- Why aren’t multicultural norms available for the hand-scored CBCL, TRF, and YSR profiles?
- What translations of ASEBA forms are available?
- Whose consent is needed before bar graph comparisons of scale scores are shown to clients?
- 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?
- 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?
- 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?
- 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?
- 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?
- 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?
- 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?
- 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?
- Don’t certain items involve subjective judgments, such as 27. Doesn’t seem to feel guilty after misbehaving and 33. Feelings are easily hurt?
- 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?
- 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?
- 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?
- 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?
- How do the profiles differ from the 1997 young adult editions?
- 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?
- 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?
- 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?
- 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?
- I am worried about my child. Can I get a CBCL/6-18 to fill out about her?
- 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?
- Why are some items such as Sleep Problems and Repeats Acts loading on the school-age Thought Problems scale?
- 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?