The ASEBA school-age forms allow you to obtain information about problematic behavior in school-age children from parents, teachers, and, in the case of older children, the youths themselves. Each of the three forms provides raw scores, T scores, and percentiles. All norms are based on a U.S. national sample, and all forms have parallel Internalizing, Externalizing, and Total Problems scales.
- Parents rate items that describe specific behavioral and emotional problems.
- Scales are based on parent ratings of 4,994 high-scoring children and are normed on 1,753 nonreferred children.
- Teachers rate the child’s academic performance and adaptive functioning, the appropriateness of the child’s behavior, how much the child is learning, how hard the child is working, and how happy the child appears.
- Includes 93 items in common with the CBCL/6-18; the remaining items concern school behaviors.
- Scales are based on teacher ratings of 4,437 high-scoring students and are normed on 2,319 nonreferred students.
- This self-report can be completed by youths with 5th-grade reading skills, or it can be administered orally.
- Youths rate themselves on both problem behaviors and socially desirable qualities.
- Scales are based on 2,581 high-scoring youths and are normed on 1,057 nonreferred youths.
School-Age Scoring Module
ASEBA software makes it easy to manage data obtained with ASEBA forms by creating easy-to-read profiles of normed scale scores and exportable narrative reports. Each module displays cross-informant comparisons of data from up to 10 forms, including item ratings, correlations between informants, and bar graphs of scale scores. Multicultural options are available.
Multicultural Family Assessment Module (MFAM) graphs comparisons across multiple informants
- Easy-to-read bar graphs display scores on seven syndromes and four DSM™-oriented scales that have counterparts for ages 6-18 and 18-59. Each bar is standardized for the age and gender of the person being assessed, the type of informant, and user-selected multicultural norms.
- MFAM bar graphs help parents understand variations among views of their child's and their own problems. Providing MFAM results to parents can strengthen therapeutic alliances and can document the progress and outcomes of interventions.
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