Manual for ASEBA School-Age Forms & Profiles

By T. Achenbach. 2001

3,545 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ce2e5023b30737a6e8bafd33b132330fce540e1

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Citations in the corpus

Family Processes Mediating the Relationship of Neighborhood Disadvantage to Early Adolescent Internalizing Problems (2006, methodology): “Both mother and child self-reports on child internalizing problem behaviors were collected with the Child Behavior Checklist (CBCL) and Youth Self Report (YSR; Achenbach, 2001; Achenbach & Rescorla, 2001).”
Observing Students in Classroom Settings: A Review of Seven Coding Schemes (2005, methodology): “The DOF (Achenbach, 1986) was designed to obtain ratings of problem behaviors and on-task behavior directly observed in group settings, and is part of the Achenbach System of Empirically-Based Assessment (ASEBA; Achenbach & Rescorla, 2001).”
Mindful Parenting in Mental Health Care: Effects on Parental and Child Psychopathology, Parental Stress, Parenting, Coparenting, and Marital Functioning (2013, methodology): “Parents’ perceptions of their child’s emotional and behavioral problems were measured using the Child Behavior Checklist (CBCL; Achenbach and Rescorla 2000, 2001).”
A Practical Measure of Impairment: Psychometric Properties of the Impairment Rating Scale in Samples of Children With Attention Deficit Hyperactivity Disorder and Two School-Based Samples (2006, methodology): “On the IRS in this sample, boys were rated as more impaired, in general, than girls, consistent with other reports of teacher ratings by gender on behavior rating scales (Achenbach & Rescorla, 2001).”
Relations among restricted and repetitive behaviors, anxiety and sensory features in children with autism spectrum disorders (2014, unknown): “…in a very large sample of 5-to 18-year-olds, using the anxiety problems score of the Child Behaviour Checklist, derived from six items based on DSM-IV criteria for anxiety disorders (Achenbach & Rescorla, 2001), and an IS score based on six items from the ADI-R (Rutter, Le Couteur, & Lord, 2003).”
Hidden Forms of Victimization in Elementary Students Involved in Bullying (2007, methodology): “In this same sample, alpha coefficients were .74 for the Anxious/Withdrawn Scale and .67 for the Withdrawn/Depressed Scale.”
Ten-Year Comparisons of Problems and Competencies for National Samples of Youth (2002, methodology): “NA indicates items that did not have counterparts on the TRF. CBCL = Child Behavior Checklist (Achenbach, 2001); TRF = Teacher Report Form (Achenbach & Rescorla, 2001); YSR = Youth Self-Report (Achenbach, 1995). aSignificant increases in scores from 1989 to 1999.”
Bullying and Victimization Among Boys and Girls in Middle School (2009, background): “Previous studies have suggested that these areas of difficulty are adequate assessments of internalizing behaviors in children and adolescents (Achenbach & Rescorla, 2001; Hanish et al., 2004).”
Academic and Social Impairments of Elementary School Children With Attention Deficit Hyperactivity Disorder (2011, methodology): “Achenbach and Rescorla (2001) reported internal consistency alphas of .90 for TRF Adaptive Functioning and test–retest reliabilities of .93 for Academic Performance and Adaptive Functioning.”
Ratings of Relations Between DSM-IV Diagnostic Categories and Items of the CBCL/6-18, TRF, and YSR (2001, methodology): “The six DSM-oriented scales are displayed on CBCL/6-18, TRF, and YSR hand-scored and computer-scored profiles analogous to the profiles for the empirically based scales (Achenbach & Rescorla, 2001).”