FOR THE ASSESSMENT DATA MANAGER …aseba.com/products/manuals/ADM5.pdf · Competence Section (CBCL...

MANUALFOR THE

ASSESSMENT DATA MANAGER PROGRAM

(ADM)

CBCL, YSR, TRF, ASR, ABCL, YASR, YABCL, SCICA

CBCL/2-3, CBCL/1½-5, C-TRF, & TOF

Achenbach System of Empirically Based Assessment (ASEBA)

802-656-5130 FAX

802-656-5131 [email protected] www.ASEBA.org

This software is copyrighted. Unauthorized production of copies is forbidden by copyright law, subject to fi nes up to

$50,000. University Medical Education Associates is a nonprofi t corporation of the University of Vermont College of

Medicine.

January 2004

Copyright 1999-2004 T.M. Achenbach

ISBN 0-938565-94-X

The DCom95 portion of this software is copyrighted by Microsoft Corporation.

Adobe Acrobat is copyrighted by Adobe Systems, Incorporated.

LICENSE

IMPORTANT: THIS SOFTWARE LICENSE AGREEMENT (“Agreement”)

IS A LEGAL AGREEMENT BETWEEN YOU AND THE RESEARCH

CENTER FOR CHILDREN, YOUTH, AND FAMILIES, INC. (“Center”).

PLEASE READ IT CAREFULLY BEFORE ACCESSING, INSTALLING

OR USING THE SOFTWARE. IT PROVIDES A LICENSE TO USE THE

SOFTWARE AND CONTAINS WARRANTY INFORMATION AND LIA-

BILITY DISCLAIMERS. BY ACCESSING, INSTALLING OR USING THE

SOFTWARE, YOU ARE CONFIRMING YOUR ACCEPTANCE OF THE

SOFTWARE AND AGREEING TO BECOME BOUND BY THE TERMS OF

THIS AGREEMENT. IF YOU DO NOT AGREE TO BE BOUND BY THESE

TERMS, DO NOT ACCESS, INSTALL OR USE THE SOFTWARE AND

RETURN THE SOFTWARE TO THE CENTER FOR A FULL REFUND.

COPYRIGHT. This software, including all documentation, printed materials,

associated media, and online and electronic documentation, is protected by

United States copyright law and by international treaty provisions. You should

treat it just like other copyrighted materials, such as a book or a musical record-

ing, with this exception: (1) You may make one working copy of the software,

provided you keep the original solely for back-up or archival purposes, or (b)

You may transfer the software to a single CD, provided you keep the original

solely for back-up or archival purposes.

OTHER RESTRICTIONS. You are licensed to use one copy of the software on

one terminal connected to one computer (i.e., with one CPU). Only one person

may use the software at a time. It may be moved from one computer location

to another, so long as there is no possibility of being used in two locations at

the same time. Except for copies made for back-up or archival purposes spe-

cifically permitted by this Agreement, you may not make or distribute copies

of the software, or electronically transfer the software from one computer to

another or over a network. Further, you may not (i) decompile, reverse engi-

neer, disassemble, or otherwise reduce the software to a human-perceivable

form, (ii) rent, lease, or sublicense the software, or (iii) modify the software or

create derivative works based upon the software. In the event that you fail to

comply with this Agreement, the Center may terminate the license granted in

this Agreement and you will be required to destroy all copies of the software.

GRANT OF LICENSE. The Center grants you, the licensee of this software,

the right to use this software to produce data files and printed output and to

distribute these as you see fit. But you may not give away or sell any part of the

software on the original CD or the accompanying documentation unless as part

of a permanent transfer of all software and written materials in connection with

a sale of the computer hardware on which the software resides. All rights not

specifically granted to you in this Agreement are reserved by the Center.

LIMITED WARRANTY. The Center warrants that, for a period of sixty (60)

days from the date of purchase, (i) when used with a recommended hardware

configuration, the software will perform in substantial conformance with the

documentation supplied with the software; and (ii) the physical media on

which the software is furnished will be free from defects in materials and

workmanship under normal use.

EXCLUSIVE REMEDY. Your exclusive remedy under this Agreement is to

return the software to the Center with a copy of your receipt and a description

of the problem. The Center will use reasonable commercial efforts to supply

you with a replacement copy of the software that substantially conforms to the

documentation, provide a replacement for defective media, or refund to you

your purchase price for the software, at its option. The Center shall have no

responsibility if the software has been altered in any way, if the media has been

damaged by accident, abuse or misapplication, or if the failure arises out of use

of the software with other than a recommended hardware configuration.

NO OTHER WARRANTY. EXCEPT AS SET FORTH IN THE FOREGO-

ING LIMITED WARRANTY, THE CENTER AND ITS SUPPLIERS DIS-

CLAIM ALL OTHER WARRANTIES, EITHER EXPRESS OR IMPLIED,

OR OTHERWISE INCLUDING THE WARRANTIES OF MERCHANT-

ABILITY AND FITNESS FOR A PARTICULAR PURPOSE. ALSO, THERE

IS NO WARRANTY OF NON-INFRINGEMENT, TITLE OR QUIET

ENJOYMENT. IF APPLICABLE LAW IMPLIES ANY WARRANTIES

WITH RESPECT TO THE SOFTWARE, ALL SUCH WARRANTIES ARE

LIMITED IN DURATION TO NINETY (90) DAYS FROM THE DATE

OF DELIVERY. NO ORAL OR WRITTEN INFORMATION OR ADVICE

GIVEN BY THE CENTER, ITS DEALERS, DISTRIBUTORS, AGENTS

OR EMPLOYEES SHALL CREATE A WARRANTY OR IN ANY WAY

INCREASE THE SCOPE OF THIS WARRANTY.

LIMITED LIABILITY. IN NO EVENT SHALL THE CENTER OR ANY

SUPPLIERS BE LIABLE FOR ANY INDIRECT, SPECIAL, INCIDENTAL,

CONSEQUENTIAL OR OTHER DAMAGES (INCLUDING DAMAGES

FOR LOSS OF BUSINESS, LOSS OF PROFITS, BUSINESS INTERRUP-

TION OR THE LIKE) ARISING OUT OF YOUR USE OR INABILITY

TO USE THE SOFTWARE BASED ON ANY THEORY OF LIABILITY

INCLUDING BREACH OF CONTRACT, BREACH OF WARRANTY,

TORT (INCLUDING NEGLIGENCE), PRODUCT LIABILITY OR OTHER-

WISE, EVEN IF THE CENTER OR ITS REPRESENTATIVES HAVE BEEN

ADVISED OF THE POSSIBILITY OF SUCH DAMAGES AND EVEN IF

A REMEDY SET FORTH HEREIN IS FOUND TO HAVE FAILED OF ITS

ESSENTIAL PURPOSE. THE CENTER’S TOTAL LIABILITY TO YOU

FOR ACTUAL DAMAGES FOR ANY CAUSE WHATSOEVER WILL BE

LIMITED TO THE AMOUNT PAID BY YOU FOR THE SOFTWARE THAT

CAUSED SUCH DAMAGE.

Some states in the United States of America do not allow the exclusion of

implied warranties and/or the limitation or exclusion of liability for incidental

or consequential damages, so the above exclusion or limitation may not apply

to you and you may also have other legal rights that vary from state to state.

BASIS OF BARGAIN. The Limited Warranty, Exclusive Remedy, and Lim-

ited Liability set forth above are fundamental elements of the basis of the

agreement between the Center and you. The Center would not be able to pro-

vide the software on an economic basis without such limitations.

Governing Law. This agreement is governed by the laws of the State of Ver-

mont.

Contents

1. Installation ..................................................................................................................1

New Installation.........................................................................................................1

Install Acrobat Reader to View the ADM Manual ....................................................2

Upgrading ADM or Installing Additional Modules...................................................2

Re-Installation of Previously Installed ADM Modules ............................................4

Special Instructions for Windows XP, 2000, & NT Users ........................................4

New Features with Version 5.0..................................................................................4

2. Overview of ADM.......................................................................................................7

3. Login..........................................................................................................................16

Supervisor................................................................................................................16

Login Entry Fields ...................................................................................................16

Login Display Fields ...............................................................................................17

4. The Main Desktop and Menus ................................................................................18

File ..........................................................................................................................18

Tools ........................................................................................................................19

Maintenance.............................................................................................................20

Scanning ..................................................................................................................20

Help ........................................................................................................................21

5. The Catalog...............................................................................................................23

Search ......................................................................................................................23

New Entries .............................................................................................................23

Catalog List..............................................................................................................23

Catalog Identifi cation Screen...................................................................................24

Catalog Forms Screen..............................................................................................25

Form List Functions ................................................................................................26

6. Main Setup................................................................................................................28

Supervisor Functions ...............................................................................................28

Add a User........................................................................................................28

User Maintenance.............................................................................................28

Facility Settings................................................................................................29

User Options ............................................................................................................31

Changing the Password ....................................................................................31

User Settings ....................................................................................................32

Lists & User-Defi ned Fields ....................................................................................34

The List Table...................................................................................................34

Creating User-Defi ned Labels ..........................................................................35

7. TRF Setup..................................................................................................................37

The List Table ...........................................................................................................37

8. C-TRF Setup .............................................................................................................39

The List Table ..........................................................................................................39

9. SCICA Setup.............................................................................................................41

The List Table ..........................................................................................................41

10. TOF Setup .................................................................................................................43

The List Table ..........................................................................................................43

11. Preparing Forms for Entry .....................................................................................45

Assign ID Number and Eval ID...............................................................................45

Demographic Data...................................................................................................45

Competence Section (CBCL & YSR) .....................................................................45

Adaptive Functioning Section (TRF, ASR, ABCL, & YASR)................................46

Problems Section (all forms) ...................................................................................46

Substance Use (ASR, ABCL, & YASR)..................................................................48

SCICA Observation & Self-Report Forms ..............................................................49

Test Observation Form (TOF) .................................................................................49

12. Entering Data from Forms ......................................................................................50

Automatic Verifi cation ............................................................................................50

Demographics (all forms)........................................................................................51

Demographics (form-specifi c).................................................................................53

Problems Items (all forms) ......................................................................................55

Competence Items (CBCL & YSR).........................................................................55

Adaptive Functioning (TRF) ...................................................................................56

TRF Test Scores.......................................................................................................56

Adaptive Functioning (ASR, ABCL, & YASR) ......................................................57

Facility & School (C-TRF)......................................................................................57

Test Session Information .........................................................................................57

13. Score Profi les, Narratives, & Cross-Informant Reports.......................................58

Score Options Screen...............................................................................................58

Report Selections..............................................................................................58

Cross-Informant Reports ..................................................................................59

Output Options .................................................................................................60

14. CBCL/6-18, YSR, & TRF/6-18 Profi les ..................................................................62

Competence Scales (CBCL & YSR) .......................................................................62

Adaptive Functioning Scales (TRF) ........................................................................64

Syndrome Scales (CBCL, YSR, & TRF) ................................................................64

Internalizing, Externalizing, Total Problems....................................................65

Other Problems.................................................................................................65

Items Not Counted ...........................................................................................65

TRF Attention Problems Subscales..................................................................65

DSM-Oriented Profi les ............................................................................................66

15. CBCL/1½-5 & C-TRF/1½-5 Profi les ......................................................................67

Syndrome Scales......................................................................................................67


Other Problems.................................................................................................68

DSM-Oriented Scales ..............................................................................................68

Language Development Survey (LDS) ......................................................................68

16. ASR/18-59 & ABCL/18-59 Profi les .........................................................................70

Adaptive Functioning Scales & Profi les..................................................................70

ASR & ABCL Syndrome Scales & Profi les ............................................................71


Critical Items ....................................................................................................72

Other Problems.................................................................................................72


Substance Use Scales & Profi les .............................................................................73

DSM-Oriented Profi les ............................................................................................73

Attention Problems Subscales ..........................................................................73

17. SCICA Profi les..........................................................................................................74

Syndrome Scales......................................................................................................74


Aggressive/Rule-Breaking Subscales for Ages 12-18......................................75

Other Observation & Self-Report Problems ....................................................75

SCICA DSM-Oriented Scales .................................................................................75

Attention Problems Subscales ..........................................................................75

18. TOF Profi les ..............................................................................................................76

Demographics & Test Session Information.............................................................76

Syndrome Scales......................................................................................................76


Other Problems.................................................................................................77

TOF DSM-Oriented Scale & Subscales ..................................................................77

19. CBCL/4-18, YSR, & TRF/5-18 Profi les ..................................................................78

Competence Scales (CBCL & YSR) .......................................................................78

CBCL................................................................................................................78

YSR ..................................................................................................................79

Social Scale (CBCL & YSR) ...........................................................................80

School Scale (CBCL only) ...............................................................................80

Mean Academic Performance (YSR only).......................................................80

Competence Profi le ..........................................................................................80

Adaptive Functioning Scales (TRF) ........................................................................81

Academic Performance ....................................................................................81

Adaptive Functioning .......................................................................................81

Adaptive Functioning Profi le ...........................................................................81

Syndrome Scales (CBCL, YSR, & TRF) ................................................................81

Additional Syndromes (CBCL & YSR) ...........................................................82


Other Problems.................................................................................................82


TRF Attention Problems Subscales..................................................................83

Profi le Types (CBCL, TRF, & YSR) .......................................................................83

20. YASR & YABCL Profi les .........................................................................................85

YASR Adaptive Functioning Scales ........................................................................85

YASR Adaptive Functioning Profi le........................................................................86

YASR & YABCL Syndrome Scales & Profi les .......................................................86


Other Problems.................................................................................................87


YASR Substance Use Scales & Profi le....................................................................87

21. CBCL/2-3 & C-TRF/2-5 Profi les ............................................................................89

Syndrome Scales......................................................................................................89


Other Problems.................................................................................................90

22. Cross-Informant Report for 2001 School-Age Forms ..........................................91

Rating Form Information .................................................................................91

Common Items .................................................................................................91

Q Correlations Between Item Scores ...............................................................91

T Scores for Syndrome Scales..........................................................................92

T Scores for Internalizing, Externalizing, Total Problems ...............................92

DSM-Oriented Scales..............................................................................................92

T Scores for DSM-oriented Scales ...................................................................92

23. Cross-Informant Report for 2000 Preschool Forms .............................................93


Problem Items ..................................................................................................93

Q Correlations Between Item Scores ..............................................................94



DSM-Oriented Scales ..............................................................................................94

T Scores for DSM-oriented scales....................................................................94

24. Cross-Informant Report for ASR & ABCL Forms ...............................................95


Common Items .................................................................................................95



T Scores for Internalizing, Externalizing, Total Problems, Critical Items .......96

DSM-Oriented Scales..............................................................................................96

T Scores for DSM-oriented scales....................................................................96

25. Cross-Informant Report for 1991 School-Age Forms...........................................97


Common Items .................................................................................................97




26. Cross-Informant Report for YASR & YABCL Forms..........................................99


Common Items .................................................................................................99


T Scores for Syndrome Scales........................................................................100

T Scores for Internalizing, Externalizing, Total Problems .............................100

27. Power Tools .............................................................................................................101

Tool List.................................................................................................................101

Data Sharing Tools .........................................................................................101

Catalog Management Tools............................................................................102

List Codes Tool ..............................................................................................102

Data Processing Tool......................................................................................102

What is a Criteria Set? ...........................................................................................102

Create ADM Data Transfer Files ...........................................................................103

Destination Folder & Transfer File Name Screen..........................................103

Selection Criteria Screen................................................................................104

Create ADM Data Transfer Files Screen........................................................105

Export Data for Analysis .......................................................................................105

Destination Folder & Export File Name Screen ............................................105


Export Data for Analysis Screen ....................................................................107

Remove Individuals, Remove Forms ....................................................................108


Remove Individuals Screen or Remove Forms Screen..................................109

Reassign List Codes...............................................................................................109


Reassign List Codes Screen ...........................................................................110

Score Rating Forms ...............................................................................................111


Score Rating Forms Screen ............................................................................111

Creating a Criteria Set ...........................................................................................112

Criteria Button Groups ...................................................................................115

28. ADM Data Transfer ...............................................................................................120

Creating Data Transfer .Zip Files ..........................................................................121

Importing Data Transfer .Zip Files ........................................................................121

Identifi cation Review Screen .........................................................................122

List Discrepancy Resolution Screen ..............................................................124

Resolution Methods .......................................................................................125

Process Imported Data...........................................................................................126

Import Display Table......................................................................................127

Import Error List ............................................................................................128

ADM Data Transfer ID Errors ...............................................................................129

Import Errors & Warnings .....................................................................................129

Warnings.........................................................................................................130

Errors..............................................................................................................130

Score Processed Forms..........................................................................................131

29. Export Data for Analysis .......................................................................................132

Export Selection Criteria................................................................................132

30. DOS Data Conversion............................................................................................133

Setup ID Translation..............................................................................................133

Translate to ADM Codes ................................................................................134

Setup Code Translation..........................................................................................135

The List Table .......................................................................................................136

Load ASCII Files for Conversion..........................................................................136

Process Converted Forms ......................................................................................137

Conversion Display Table ..............................................................................137

Conversion Error List ............................................................................................138

Conversion Errors & Warnings .............................................................................140

Warnings.........................................................................................................140

Errors..............................................................................................................141

CBCL, YSR, & TRF ASCII Data Format ............................................................142

YASR & YABCL ASCII Data Format...................................................................145

CBCL/2-3 ASCII Data Format ..............................................................................147

C-TRF/2-5 ASCII Data Format .............................................................................148

SCICA Raw Data Format ......................................................................................149

31. ASEBA Form Version Upgrade ............................................................................151

Effects of Form Version Upgrade ..........................................................................151

Selection Criteria ...................................................................................................153

Analysis .................................................................................................................154

32. Maintenance............................................................................................................155

Database Validation ...............................................................................................155

Catalog Maintenance .............................................................................................155

33. Entering & Editing Client Data ............................................................................156

The Test Administrator ...................................................................................156

ADM & System Security.......................................................................................156

Starting a Client-Entry Session..............................................................................157

Interrupting an Entry Session.........................................................................158

Administration & Setup .........................................................................................158

Entry Options.........................................................................................................160

Entry Help Windows .............................................................................................160

Data Entry Windows ......................................................................................161

Competence (CBCL & YSR) ................................................................................162

Adaptive Functioning (TRF) .................................................................................163

Problems (CBCL, YSR, & TRF)..............................................................................164

CBCL & TRF Last Problem...........................................................................164

YSR Last Item .......................................................................................................165

Completing Client Entry ..........................................................................................165

Saving the Entry .............................................................................................165

Editing Client-Entry Data...............................................................................166

34. Setting Up the Scanning Module ..........................................................................168

Setting Up for Your OMR Scanning Software ......................................................168

Setting Up Scanning Jobs.........................................................................................169

ScanTools...............................................................................................................171

Scanbook ..................................................................................................................174

Scan Shop ..............................................................................................................177

TELEform Scanning Setup....................................................................................178

35. Scanning CBCL, TRF, & YSR School-Age Forms..............................................181

Scanning Options...................................................................................................181

Scanning Form Options .........................................................................................181

Scanning Process Options ..............................................................................182

Running A Scanning Session.................................................................................183

Loading Scanned Data...........................................................................................183

Process Scanned Data............................................................................................184

Scanned Data Display Table...........................................................................185

Scanning Error List................................................................................................186

Scanning Errors & Warnings .................................................................................187

Warnings.........................................................................................................187

Errors..............................................................................................................187

Scoring Scanned Forms.........................................................................................188

Appendix A Scanning Data File Formats ............................................................... 190

Appendix B Exported Data File Formats ............................................................... 194

Appendix C Keys to Codes and Data Strings ..........................................................205

Appendix D Scoring the SCICA Observation and Self Report Forms ................ 217

Appendix E Scoring the Test Observation Form (TOF) ....................................... 231

1

IMPORTANT

It is important that the ADM databases and setup files be backed up on a

regular basis. We recommend that you backup the entire ADM folder daily. If

hardware problems occur or data are corrupted, you will need your backup to

recover your data.

New Installation

Install ADM for the first time on any computer. Be sure to use the blue ADM

disk. The serial numbers on the back of the CD case correspond to the modules

that will be installed. Instructions for installing an ADM upgrade are found

later in this chapter.

Stand-Alone PC Installation

Close all applications before installing ADM.

1) Place the CD in the CD-ROM drive. The installation starts automati-

cally on compatible drives. Continue with step 3. If your installation

does not start automatically, go to step 2 below.

2) Click Start → Run, browse to Setup.exe on the CD-ROM drive, click

OK.

3) Follow the instructions on the screen to complete installation.

4) Enter all your serial numbers when prompted. Serial numbers are

located on stickers attached to the ADM case.

Example serial number: [22A3][T6V4][D500]

5) Register your products now or later.

6) Install Adobe Acrobat Reader to be able to view the on-line manual

(see below).

7) To run ADM, click on Start → Programs → ADM → ADM-Assess-

ment Data Manager.

8) After installation on Windows XP, 2000, or NT computers, see special

instructions later in this chapter.

Network Installation

1) Follow steps 1-6 above for Stand-Alone PC Installation, but choose

the network drive as the installation drive.

2) Insert your ADM Network License disk in the floppy drive. Run

Netreg.exe to install your network licenses.

Installation1

Installation2

3) Run a workstation install for each workstation:

{Network drive}\...\ADM\Workstation Install\Setup.exe

4) Install Adobe Acrobat Reader on each workstation to view the on-line

manual (see below).

Install Adobe Acrobat Reader to View the ADM Manual

To view the ADM manual, users must have Adobe Acrobat Reader (version 4.0

or later) installed on their local machines. Adobe Acrobat Reader is provided

on your ADM CD. Those users who already have Acrobat Reader on their

machines do not need to install it. Before installing Acrobat Reader, review the

Adobe license agreement (Acrobat\license.txt on the ADM CD).

To install Adobe Acrobat Reader:

1) Place the ADM CD in the CD-ROM drive. To prevent the ADM setup

from automatically starting, hold down the SHIFT key until the CD

stops spinning.

2) Click Start → Run, browse to Acrobat\Setup.exe on the CD-ROM

drive, click OK.

3) Run AcroReader51_enu.exe.

For network installation purposes the Acrobat folder can be copied to the net-

work so that users can access the Acrobat Reader installation. Acrobat Reader

must be installed on every workstation that will access ADM. The ADM

manual can be viewed and printed within ADM from File → Help → ADM

Manual.

Upgrading ADM or Installing Additional Modules

ADM 5.0 Power Tools Upgrade

ADM 5.0 upgrade adds functionality to the basic ADM core. Your previously

installed modules and data will be retained. You cannot use an Upgrade CD

for a new installation as described on page 1 of this manual. Follow the steps

below to upgrade your ADM.

IMPORTANT: ADM 5.0 upgrade must be installed over an existing instal-

lation of ADM.

Installing Additional Modules

New modules can be added at any time to ADM. Add modules using the

blue ADM CD, not the Upgrade CD. Serial numbers on the back of the

ADM CD indicate the modules that will be installed (Example serial number:

[22A3][T6V4][D500]). When you install modules, your ADM is automatically

Installation 3

upgraded to the version provided on your CD. Follow the steps below to add

modules to your ADM.

IMPORTANT: To access entered data and previously installed modules,

your new modules must be installed over an existing installation of ADM.

Stand-Alone PC Installation

Instructions for installing over ADM Version 1.x

Close all applications before beginning the installation.

1) Open Control Panel → Add/Remove to remove your currently

installed version of ADM. (Your data will not be removed!!) You will

be presented with three options. Choose Remove All.

2) Place the ADM or Upgrade CD in the CD-ROM drive. The installa-

tion starts automatically on compatible drives. Continue with step 4. If

your installation does not start automatically, go to step 3 below.


OK.

4) Install your new version of ADM into the same folder where version

1.x was installed. The setup program will automatically detect your

existing ADM data (including users and system settings) and will

incorporate it into your newly installed version.

5) Enter the new serial number(s) when prompted. Serial numbers are


6) Respond Yes when asked if you want to keep the existing data.

7) Register your new products now or later.

Instructions for Installing over ADM Version 2.x or higher

1) Place the ADM or Upgrade CD in the CD-ROM drive. The installa-

tion starts automatically on compatible drives. Continue with step 3. If

your installation does not start automatically, go to step 2 below.


OK.

3) Be sure to install your upgrade or your new modules in the folder

where your existing ADM installation is located (Default installation

folder: C:\ADM).

4) Follow the instructions on the screen to complete installation.

5) Enter the new serial number(s) when prompted. Serial numbers are


6) Respond Yes when asked if you want to keep the existing data.

7) Register your new products now or later.

Installation4

Network Installation

1) To locate the folder where ADM is installed, click Help → About ADM

on the ADM menu bar. Note the ADM installation path displayed on

the screen.

2) Notify all users prior to installation that an update is about to take

place. All users must exit ADM.

3) Follow the steps above for Stand-Alone PC Installation.

4) Run a workstation install for each workstation:

{Network drive}\...\ADM\Workstation Install\Setup.exe

Re-installation of Previously Installed ADM Modules

To completely re-install ADM without saving your data:

1) From the Windows desktop, Start → Settings → Control Panel.

2) Select Add/Remove Programs.

3) Select ADM from the Add/Remove list.

4) Click Add/Remove or Change/Remove and follow instructions. If your

currently installed ADM is version 1.x, you will be presented with

three options. Choose Remove All.

5) Use Explorer to delete the ADM folder.

6) Follow instructions for New Installation above.

Special Instructions for Windows XP, 2000, & NT Users

Windows XP, 2000, and NT apply security permissions to non-administrator

users who share a computer. The administrator is the only user of the computer

who can change security permissions. To allow multiple users to share ADM

on a single computer, the administrator must give users read/write access to

the folder where ADM is installed. See your administrator or follow directions

provided with your operating system.

New Features with Versions 5.0

All data entered using an older version of ADM are fully compatible with

this program and can be edited, scored, and compared in the same manner as

data entered with this program. Older versions of ASEBA forms are called

“Legacy” forms in this manual.

New Features of ADM version 5.0

• The module for the Test Observation Form for Ages 2-18 (TOF) is the

latest addition to the ASEBA family of assessment tools.

• New norms and scales for the TOF module have been created based

on extensive normative data and are used to produce the new TOF

Installation 5

profiles. The DSM Attention Deficit/Hyperactivity scale and sub-

scales are included with every profile.

• Now ADM is even more compatible with Web-Link. Data entered

on Web-Link for Preschool and Adult forms can be downloaded and

imported into ADM 5.0.

Features of ADM version 4.0 included in ADM 5.0

• The new Adult module replaces the Young Adult module and extends

the age ranges. The Adult Behavior Checklist (ABCL) and Adult

Self-Report (ASR) cover ages 18-59. The Adult module accepts data

from the ASEBA adult forms only (not from the “legacy” Young

Adult forms).

• New norms and scales for the Adult module have been created based

on national normative data and are used to produce the Adult pro-

files.

• Optional DSM-oriented profiles and Cross-Informant reports are

available for the Adult forms.

• Conversion of “legacy” YABCL and YASR data to the formats used

by the Adult module makes it possible to score “legacy” data using

the new Adult norms.

• New Power Tools feature that extends and replaces ADM Data Trans-

fer and Export to File Formats. Also allows deletion of individuals

and forms by groups, conversion of list codes, Catalog reporting, and

batch scoring of profiles, narratives, and cross-informant reports.

• Enhanced importing tools to better accommodate downloaded Web-

Link data.

• Preview and print ADM Client-Entry reports as well as downloaded

Web-Link On-Line Entry reports for all Web-Link forms

• Edit downloaded Web-Link On-Line Electronic Form data

• Print directly to a USB printer.

• Simplified Database Maintenance available to all users permanently

deletes forms and individuals in one step.


• Both the CBCL and TRF now cover ages 6-18. The age range for the

new YSR remains 11-18. The new module is designed to accept data

from the new ASEBA forms.

• New norms and scales for the School-Age module based on national

normative data are used to produce profiles specific for the new

School-Age module.

• Optional DSM-oriented profiles and Cross-Informant reports are

available for the new School-Age forms.

• A new ADM module for the Semistructured Clinical Interview for Chil-

dren & Adolescents (SCICA), previously available only in DOS. The

new module is designed to accept data from the new ASEBA SCICA

form.

Installation6

• New norms and scales for the SCICA module based on national nor-

mative data are used to produce empirically based and DSM-oriented

profiles specific for the new SCICA module.

• Conversion of “legacy” CBCL/4-18, YSR, TRF/5-18, imported DOS

SCICA data to the formats used by the new School-Age and SCICA

modules makes it possible to score “legacy” data using the newest

norms.

• Updated Client-Entry module for direct computer entry, run in con-

junction with the new School-Age module.

• Data can be easily transferred from one ADM system to another, or from

ASEBA Web-Link.

• Cross-Informant reports for “legacy” CBCL/2-3 and C-TRF/2-5 are

no longer available.

• Improved scoring system makes printing from a variety of printers

easier.

• Profiles and cross-informant reports can be saved to PDF file format.

• Improved help system.

• Support for ScanBook 32 bit scanning software.


• A new Preschool module is available for an extended age range. CBCL/

2-3 has been extended to cover ages 1.5-5 and the C-TRF/2-5 has been

extended to cover ages 1.5-5. The new module is designed to accept

data from the new ASEBA forms for the same extended age ranges,

plus the Language Development Survey adjunct to the CBCL/1.5-5.

• New norms and scales for the Preschool module based on national

normative data are used to produce profiles specific for the new Pre-

school module. A profile for the Language Development Survey is

also available.

• Cross-Informant comparisons are possible between CBCL/1.5-5 and

C-TRF/1.5-5.

• Optional DSM-oriented profiles are available for CBCL/1.5-5 and C-

TRF/1.5-5.

• Conversion of legacy CBCL/2-3 and C-TRF/2-5 data to the format

used by the new Preschool module makes it possible to score older

data using the newest norms.

• Client-entry module for direct computer entry is now available. This

is run in conjunction with the School-Age module.

• Data can be easily transferred from one ADM system to another.

• Improved maintenance tools allow for easier management of deleted

forms and individual information.

• Database validation tools allow you to repair damaged databases.

• Verification for key-entered data is not necessary for those items that

were skipped.

7

Overview of ADM

This chapter provides a general overview of ADM to help you get started. After

logging in to ADM, a menu bar is displayed and an introductory screen briefly

outlines steps to help you get started. After you are comfortable using ADM,

you can choose to no longer display the introductory screen at every startup.

The Catalog is the main starting place for most ADM functions. The Catalog

maintains a list of all children and adults who have had information entered

and stored in ADM (see Chapter 5, Catalog). Within the Catalog, new forms

can be entered and entered forms can be edited, verified, and scored. To open

the Catalog, go to the menu bar and select File → Open Catalog.

The first time you open the Catalog, the display area is empty.

To add a person to the ADM system, click the New button at the bottom of the

screen. The Catalog Identification screen appears. All fields are white, which

means that you can make entries in them.

2

Overview8

Enter the information that is pertinent for the person you are adding. An ID or

a last name is required as well as a gender. When you have finished entering

information, click the Save button. The fields turn gray and information cannot

be entered or modified. To enter additional information or to make changes,

click the Edit button. The fields become white again.

The Forms tab at the top of the screen is not available until information about

the new person is entered and saved.

To add a form or process a form, click on the Forms tab. A new screen appears

that will display all forms previously entered for the person.

The display area is empty the first time you enter this screen. Every form you

enter for this person will be listed here. You can choose to enter a new form,

edit, verify, or score an entered form, delete forms, or view additional informa-

tion about a form.

To enter a form, select the New button. A smaller screen appears with the list of

form types that can be entered. The form types on this list reflect the modules

purchased by your facility.

Overview 9

To select a form to enter, either double click on the form name or highlight it

and then click the Select button. After a pause, the entry module for the form

type will be displayed.

Entry modules for each ASEBA form consist of a series of screens. The format

for each entry module is similar. Tabs at the top of the entry module mark each

screen in the module and identify the type of data that is entered on that screen.

To move from one screen to another, either click on the tab for the screen you

wish to go to or click the double arrows at the bottom left and right corners. (The

left arrow in the example below is dimmed because we are on the first screen.)

In this overview we will use the entry module for the Child Behavior Checklist/6-18.

Most of the entry modules have:

1) a Demographics screen (seen above for Child Behavior Checklist for

Ages 6-18)

2) one or more screens for Competence or Adaptive Functioning

3) several Problems screens

Some entry modules have no Competence or Adaptive Functioning screens

but may have other screens for data specific to the ASEBA form for which it is

used (see Chapter 12, Entering Data from Forms).

Enter the value for each item by either typing the value from the paper form or

by clicking the down arrow for the item field and selecting the value from the

displayed value list.

The first Competence tab for the Child Behavior Checklist for Ages 6-18 con-

tains questions about sports, hobbies, groups, and jobs.

Overview10

ADM attempts to simplify some entry tasks to help you correctly transfer

data from the paper form to the entry screen. You will note that on this first

Competence screen, after you enter the total number of sports reported, the

appropriate items under sports are available, i.e. if you entered a value of 2 for

the number of sports then Sport 1 and Sport 2 items are available. The same is

true for hobbies, groups, and jobs. When the last item on this screen has been

entered, the second Competence screen automatically displays.

After the last item on the second screen has been entered, the first screen for

Problem items is displayed. Each subsequent screen for Problem items auto-

matically displays after a value is entered for a screen’s last item.

Overview 11

Note that on this screen that items 49 and 56c are blank. If you accidentally type

in a number for an item that the respondent skipped, return to the field and press

the Delete key to remove the number.

And the third Problems Tab;

And the second Problems Tab;

And the fourth Problems Tab;

Overview12

After you enter the response for the last problem, ADM will ask you to re-enter

the data if Verification (see Chapter 6, Main Setup) is selected. Fields that must

be verified are colored blue. If you enter a value for an item differently than

was entered originally, ADM will flash a message on the screen and sound a

beep (see Chapter 6, Main Setup, to learn how to customize your beep). Enter

the correct value for the item.

Overview 13

After you have finished entering and optionally verifying data from a form, the

entry module closes and the display area from the Forms tab displays again.

The form you just entered is now displayed in the list of forms entered for this

person.

To score this form, highlight it in the list and click the Score button. If you

have entered multiple forms for a person, you can choose more than one form

to score by holding down the CTRL or SHIFT key while you click to highlight

them. This is the way you would choose a group of forms to include for a

Cross-Informant report.

After the forms have been scored, a new screen is displayed that offers a vari-

ety of report and output destination options (see Chapter 13, Scoring). Profiles,

narratives, and cross-informant reports can be previewed, printed, and saved

to files.

To print profiles or reports for all of the selected forms, select the Print box,

and then click the Run button. Follow the same steps to print Cross-Informant

reports.

A narrative summary can be previewed and printed in the same way. All reports

can also be saved to a file in .PDF format.

Overview14

The Preview button under Output Options allows you to view each profile or

report on the screen. Following is a sample of a previewed CBCL/6-18:

Overview 15

While previewing, you can move from page to page within a report to report. The

preview navigation controls are displayed at the top of the preview window.

The standard arrows allow you to move consecutively from page to page

within the report. Arrows paired with a vertical line will display the first or last

page of the report. The Printer icon allows you to print selected pages.

To move from report to report, use the Next and Previous navigation buttons

at the bottom of the preview window.

This completes the overview of how to use ADM.

16

ADM can be accessed by authorized users only. In a network environment,

ADM monitors the number of users currently logged in and denies access if the

network license limit has been reached.

A Supervisor is required for both single-user and network environments. The

first user to login must select <Supervisor> (see User Name, below). The

Supervisor creates new users in File → Setup → Main → Supervisor Func-

tions.

Supervisor

Supervisor and supervisor-equivalency functions include:

• Creating new users and deleting existing users

• Assigning supervisor-equivalency rights to selected users who can

then function as supervisors

• Selecting/deselecting the requirement for passwords for all users

• Deleting individual user passwords when those users forget their cur-

rent passwords and need to create new passwords

• Setting facility defaults for certain functions of form entry

Login Entry Fields

User Name

Select your user name from the list of authorized users of ADM. If your user

name is not on the list, contact the person who has supervisory rights to ADM.

Only the Supervisor or Supervisor-equivalent can add new users to ADM.

Password

If this field is white, passwords are required at your facility and you must enter

a valid password. If the field is gray, passwords are not required. The Supervi-

sor controls the password requirement for all users.

If passwords are required, each user creates his/her personal password at the

first login. Passwords must be at least 4 characters long. Select a password

that will be easy to remember. Type in the password and then confirm (see

Confirm, below).

Login3

Login 17

Confirm

When you enter a new password you must enter it again to confirm it. Type it

again exactly as you originally entered it in the Password box.

Login Display Fields

Licenses

This field displays the total number of licenses that have been purchased for

your site.

NOTE: Licenses are installed from a Network License disk. This disk is pur-

chased separately and contains the number of licenses specified at the time of

purchase.

Current Users

This field displays the current number of users that are accessing ADM at your

site.

Checking Availability

If this message appears, ADM is verifying that it was properly shut down and

that the licensed number of users does not exceed the current number of users.

This process takes from a few seconds to as long as a minute. If ADM was shut

down improperly, the process takes longer.

18

From the Menu Bar, each function of the program can be selected. When a

function is selected, a drop-down menu may appear with the function’s sub-

selections. An arrow to the right of a menu item indicates that another drop-

down menu will appear with a lower level of sub-selections.

The Menu Bar and some of the sub-selections may vary depending upon the

modules that your facility has purchased and installed.

File

The most commonly used functions are listed under File.

Open Catalog

The Catalog provides the management system for ADM. It maintains infor-

mation about all children and adults and their entered forms. Forms are

key-entered through the Catalog and all entered data from scanning forms,

key-entry sessions, and downloaded Web-Link forms can be edited, verified,

and scored. ADM Client-entry sessions are launched from the Catalog.

Setup

The setup modes that are available will depend upon the modules that your

facility has purchased and installed.

Main

Users can change their passwords and select some options for personal

customization of form entry and scoring. The supervisor and supervisor-

equivalents can add and delete users, turn the password requirement on or

off, and establish facility settings for form entry and scoring. All users can

modify the lists of categories provided for ethnicity and education as well

as create user-defined lists. Users can designate the sound their computers

will make when errors occur during entry.

TRF

If you have installed the School-Age module, the TRF setup will appear as

a Setup sub-selection. All users can modify the lists of categories provided

for TRF forms, including the time spent in class and the type of class.

The Main Desktop

and Menus

4

Main Desktop and Menus 19

C-TRF

If you have installed the Preschool module, the C-TRF setup will appear in

your Setup sub-selection menu. All users can modify the lists of categories

provided for C-TRF/2-5 and C-TRF/1½-5 forms, including the type of facil-

ity.

SCICA

If you have installed the SCICA module, the SCICA setup will appear in your

Setup sub-selection menu. All users can modify the lists of categories provided

specifically for SCICA entry, including the interviewer and rater names.

TOF

If you have installed the TOF module, the TOF setup will appear in your Setup

sub-selection menu. All users can modify the school list provided specifically

for TOF entry.

Printer Selection

Select the printer you wish to use to print all ADM output. Your Windows

printer is the default printer.

Tools

Power Tools, data import, export, and conversion utilities are provided for all

users.

Power Tools

Within Power Tools data from forms and individuals can be selected for ADM

Data Transfer, exported for analysis, and permanently removed from the ADM

system. Profiles, narratives, and cross-informant reports can be viewed, printed,

and saved to files. Data selected from lists can be reassigned to other list items.

A report can be created to provide summaries of your Catalog contents.

ADM Data Transfer

Forms entered in one ADM system can be copied to another ADM system. Data

entered through Web-Link can be downloaded to an ADM system. An alterna-

tive access to the Power Tools Data Transfer function, forms are selected and

data are stored in files that can be placed on diskette or e-mailed. An import

process brings the transferred data into the receiving ADM system.

Export Data for Analysis

An alternative access to Power Tools, raw item data and scored data can be

selected to export to a variety of formats. The ADM-to-SPSS Utility, sold sepa-

rately, is a valuable tool that prepares your exported data for analyses.

Main Desktop and Menus20

DOS Data Conversion

All data entered using our DOS programs can be converted to our ADM

format.

ASEBA Form Version Upgrade

Data entered via earlier versions of the Preschool, School-Age, and SCICA

forms can be converted to be scored on the latest norms available for the form

type. The Young Adult forms (YASR and YABCL) can be converted to be

scored using the newer Adult (ABCL & ASR) norms.

Maintenance

Utilities are provided to help maintain the integrity of ADM databases and to

do cleanup routines. All users have access to the maintenance tools.

Database Validation

Database Validation checks the integrity of ADM databases. If problems are

detected, validation attempts to repair the tables. Database validation can run

only when a single user is logged into ADM.

Catalog Maintenance

All users can select individuals and forms to be removed from ADM. These

records are permanently removed from the Catalog and cannot be

restored later. Running maintenance periodically after record deletion helps

maintain data integrity.

Scanning

The Scanning selection appears on the Menu Bar if the Scanning module has

been installed. The scanning module supports the 2001 edition scanforms for

CBCL, TRF, and YSR. The module also recognizes the 6-99 edition scanforms

for CBCL, TRF, and YSR.

Scan

ADM communicates with your 3rd party scanning software to scan forms and

create scanning output files. The output files can also be loaded into ADM

automatically from this screen.

Job Configuration

Before scanning forms using ADM, the job configuration must be created for

the particular scanning software that is being used. These job configurations

can then be selected from the Scan screen to perform scanning.

Main Desktop and Menus 21

Load Scanned Data

Load Scanned Data loads scanned form information into ADM. This screen

may not be necessary if the scanned information has already been loaded

during the scanning process.

Process Scanned Data

This screen displays the scanned form information after the forms have been

loaded into ADM. Any warnings and errors are displayed, and once the warn-

ings and errors have been corrected, the forms can be processed and moved

into the ADM Catalog.

Options

The scanning Options screen should be reviewed before scanning forms into

ADM.

Help

Several levels of Help are provided to assist you during your ADM sessions.

How to ...

How to ... contains links to detailed information about common functions and

procedures in ADM. Use this style of help as a quick reference during your

entry and scoring sessions.

ADM Manual

This ADM Manual can be opened and viewed during your ADM session. The

ADM Manual provides in-depth information about the entire ADM system.

You can print the entire Manual or use it as an on-line reference tool.

Quick Help

Quick Help provides brief descriptions for three important ADM functions:

Help on Help

Look here for quick tips on how to get help in ADM.

Getting Started in ADM

An instructional screen appears for every user upon ADM Startup. The user

has the option to choose not to display the instructions. The instructions can

be viewed and printed again from this selection.

Profile/Narrative Output Folder

When you save to a file in ADM, you will need to choose a folder to receive

the output. Check the defaults and how to change them in this window.

Main Desktop and Menus22

Print Report Glossary

This option sends a copy of the ADM report glossary information to the printer. The

glossary contains explanations of the elements that make up an ASEBA profile (i.e., T

scores, percentiles, scales, etc.).

Register My ADM

ADM Registration can take place during the installation process or through the Reg-

ister screen. If ADM is not registered during the install process, this option allows the

user to complete the registration. The completed registration form should be faxed or

mailed to ASEBA.

About ADM

About ADM displays information about the ADM installation. Version information and

other installation information are given here.

23

The Catalog

The Catalog maintains a list of all children and adults who have had informa-

tion entered and stored in ADM. Within the Catalog, new forms can be entered

and entered forms can be edited, verified, and scored.

When you first open the Catalog, the list area is displayed. A second screen

displays identification and form information for the selected individual. These

screens work in tandem. If one screen is closed, the other closes also.

The Catalog functions as a two-step process. If you want to process data for

someone who has previously been entered into ADM, you first locate this

person in the Catalog list. You can enter and change personal information about

this person and then enter or process forms filled out about this individual. You

can add a new person to ADM from the Catalog list screen.

Search

Search button

To locate a person in the Catalog, you can enter search criteria in one or more

search fields. Multiple search criteria will return results only for records that

match all criteria specified. The symbols (*) or (?) can be included in your

search criteria as wild cards to broaden the search.

Find button

Click this button to start your search. The first record in the list that matches

your search criteria will be highlighted. Click Find again to cycle to the next

match.

Clear button

Erases all search criteria.

New Entries

New button

Select this button to add a new child or adult to ADM.

Catalog List

Order by

The Catalog list can be displayed by various order criteria. Select the dis-

5

Catalog24

play order you prefer. A small downward arrow appears in the corresponding

column header. ADM will use this preference each time you access the pro-

gram until you change your display order preference.

Alternatively, you can click on each column header to change the display order.

A small downward arrow appears in the column that currently determines the

display order. This display order preference will be in effect for the current

ADM session only.

Select button

Highlight the individual you want to locate. Double click on the highlighted

line or click the Select button.

Catalog Identifi cation Screen

Information about each child and adult is entered and viewed here. If this is

a New entry, all fields are white and ready to receive text. If you Selected an

individual from the Catalog list, all fields are gray and read-only.

New entry: An ID or a last name as well as the gender are required. The ID

must be unique. Enter other personal information about the child or adult that

is relevant.

Existing entry: To make changes to previously entered information, select the

Edit button. The fields become white and can be modified.

Notes

You can type comments or other notes in this box. There is no limit to the

length of this field. You must first select Edit to activate this box.

Save button

Save your new entry or changes to an existing entry.

Cancel button

No changes made to the Identification information will be saved.

Delete button

Permanently remove the child or adult and all associated forms from the Cata-

log list. A deleted individual or forms cannot be restored at a later time.

Print Summary button

A summary of entries for the child or adult is printed and includes all personal

information from this screen, the contents of the Notes box, a list of the forms

entered for the person, and a list of tests from the TRF forms if they were

entered.

Catalog 25

Catalog button

Return to the Catalog list screen.

Close button

Close the Catalog entirely.

Catalog Forms Screen

A list of forms that have been entered for the child or adult are displayed in a

Forms list table.

Origin column

The unlabelled, narrow left-most column displays a single letter to identify

how this form entered the ADM system.

K = Key-entered in ADM

W = Key-entered in Web-Link

S = Scanned

V = Converted from ASCII data

C = Client-entry in ADM (direct computer entry)

E = Electronic form entry in Web-Link (direct online entry)

Type column

The form type’s 3 letter abbreviation is displayed.

CBC = Child Behavior Checklist/4-18 & Child Behavior Checklist/6-18

TRF = Teacher Report Form/5-18 & Teacher Report Form/6-18

YSR = Youth Self-Report

C23 = Child Behavior Checklist/2-3

T25 = Caregiver-Teacher Report Form/2-5 (C-TRF)

C15 = Child Behavior Checklist/1½-5 & Language Development

Survey

T15 = Caregiver-Teacher Report Form/1½-5 (C-TRF)

YAS = Young Adult Self-Report/18-30

YAB = Young Adult Behavior Checklist/18-30

ASR = Adult Self-Report/18-59

ABC = Adult Behavior Checklist/18-59

SIA = Semistructured Clinical Interview for Children &

Adolescents/6-18

TOF = Test Obervation Form/2-18

Status column

The current status of the form entry is displayed:

Verified - status for ADM key-entry and Web-Link key-entry

Not Verified - status for ADM key-entry and Web-Link key-entry

Scanned - status for scanned forms

Incomplete - status for ADM Client-entry

Complete - status for ADM Client-entry and Web-Link online entry

Catalog26

Fill By column

This column displays the name of the respondent and the respondent’s relation-

ship to the person for whom the form was filled out.

Form List Functions

Some form list functions can occur for more than a single form. You can

highlight multiple forms by pressing the CTRL key and clicking on the forms

you wish to select. Alternatively, you can choose a contiguous group of forms

by pressing the SHIFT key and clicking on the first then the last form in the

group.

New button

Select this button to enter a new form. A two-panelled window appears. ADM

provides backward compatibility for all form types. In the left panel (Current

Form Versions) is displayed a list of the current forms for the modules that

your facility has purchased and installed. In the right panel (Out-of-Date Form

Versions) is the list of earlier versions of forms for the modules your facil-

ity has installed. Select the form type you wish to enter. If your facility has

installed the Client-Entry module, you can select a Client-Entry session for

the CBCL, TRF, or YSR. After a brief loading period, the entry screens for the

form type are displayed.

Edit button

This button is enabled after the first form has been entered. To make changes

to an entered form or to review the data, first highlight the form you wish to

edit.

Complete and incomplete ADM Client-Entry and downloaded Web-Link Elec-

tronic Form on-line entry information can be reviewed and modified by autho-

rized ADM users. Respondents of ADM client-entry sessions should continue

interrupted Client-Entry sessions through the Resume button (see below).

Verify button

Data can be entered in one entry session and verified in another entry session.

You must have the completed paper form available for verification.

Verification is not an available function for ADM Client-Entry data or down-

loaded Web-Link electronic form data (Origin = C or E).

Delete button

Highlight one or more forms to permanently remove them. The forms will

no longer appear in the main form list for the individual. It is not possible to

restore deleted forms at a later time.

Catalog 27

Score button

Select one or more forms to score. After scoring is complete, a new window is

displayed that allows you to select the type of reports you wish (see Chapter

13).

Resume button

When an incomplete ADM Client-Entry form is highlighted in the list (Origin

= C, Status = Incomplete), the Verify button becomes a Resume button. The

Client-Entry session is resumed and the client can continue with a previously

interrupted entry session.

Client & On-line Entry Report button

All information entered by a client (Origin = C for ADM; Origin = E for down-

loaded Web-Link On-Line Electronic Form data) including comments, can be

previewed and printed to a report in a format similar to our printed forms. Only

one form can be selected at a time.

More Information button

Other information about the form is displayed for a quick review without open-

ing the entire form:

1) Date the form was entered

2) Selected education level

3) Selected agency

4) Clinician

5) Selection from first user-defined list

6) Selection from second user-defined list

7) Form version – the version of the form from which the data were

entered (see NOTE below)

8) Data version – the version of norms currently applied to the data for

this form (see NOTE below)

NOTE: The form version and data version are normally synchronized. This

means that a particular version of the form was used to create scales and

norms. Over time, new scales and norms may be created for a form type. Tools

→ ASEBA Form Version Upgrade allows you to convert data entered from

an earlier form version to the format required by the newer data version. This

level of information is relevant mostly to those who are tracking data for sta-

tistical analyses.

28

You may customize your ADM system to fit the needs of your site and to facili-

tate entering certain repetitive data items. ADM provides the flexibility for you

to identify your own user-defined fields and data selections. You can modify

some entry selections that come with ADM as well as create your own.

Some optional settings can be accessed only by the ADM supervisor and

supervisor-equivalents. Other optional settings are available to all users.

You access Main Setup by choosing File → Setup → Main. Main Setup is

made up of 3 screens. The Supervisor Functions screen is disabled if you

are not the supervisor or you have not been assigned supervisory rights.

Supervisor Functions

This screen can be accessed only by those users with supervisory rights. The

supervisor creates new users, deletes users, and assigns or removes supervisor-

equivalency rights. The supervisor sets or removes the password requirement.

Facility settings can be selected by the supervisor and applied to all users.

Add a User

All users must be created and added to the ADM user list by the supervisor.

Type in the new user name. User names must be at least 4 characters long.

Add button

Select this button to add the new user to the ADM user list.

User Maintenance

Select a user from the list of user names. If the user is not currently logged in,

all selections below the name list that apply to this user become available.

Delete this user

If the user is deleted, this person is no longer an authorized user of ADM.

His/her name will not appear on the login user list.

Delete this user’s password

This function is useful if a user forgets his/her password. The supervisor can delete

the user’s password. Then the user establishes a new password at the next login.

6 Main Setup

Main Setup 29

Assign Supervisor Equivalency to this user

It is a good policy to have more than one user with rights to the restricted

supervisory areas of ADM.

We recommend that the supervisor create a user name for himself/herself and

assign equivalency rights. The supervisor password and the user password

should be different. This method provides a safety net in case the supervisor

forgets one of the passwords.

Remove Supervisor Equivalency for this user

This user can no longer perform supervisory functions.

Apply button

Select this button to save the User Maintenance decisions.

Clear button

Select this button to erase changes made to the User Maintenance selections.

The current settings for this user will continue to be active until the supervisor

makes new decisions and selects the Apply button to save the changes.

Facility Settings

Facility settings can be turned on and off only by the supervisor and those

users with supervisory rights. Facility settings affect all users. Some optional

settings can be modified by individual users in their own setup area.

Passwords required

To ensure confidentiality and security for entered data, requiring users to enter

a password at login is highly recommended. Lack of a password may allow

unauthorized access to confidential information stored in ADM.

The rules for valid passwords are as follows:

1) A blank password is not allowed.

2) Letters, numbers, and symbols can be used.

3) The password must be at least 4 characters long but no more than 20.

4) Passwords are not case-sensitive.

Facility Settings for Data Entry

The supervisor can customize key-entry and scoring to fit the requirements of

the facility. These settings apply to all forms.

Automatic verification

Key-entered data can be verified immediately after each form is initially

entered. Entering data with verification is a two-step process. After initial

Main Setup30

entry, each value is entered again and ADM compares it to the value entered

originally. Key verification is strongly recommended to ensure accuracy. This

setting applies to all paper forms but not to Client-Entry.

Enter Problem items only

This option is relevant only to the CBCL, TRF, YSR, YASR, ASR, and ABCL

forms that have Competence or Adaptive Functioning items in addition to

Problem items. When this option is active, the entry screens for Competence

and Adaptive Functioning are not available.

No names on profiles & reports

Some users are concerned about the confidentiality of respondents and those

individuals for whom forms have been completed. Users can choose to sup-

press the names of all respondents and individuals on profiles, narratives,

and cross-informant reports. This setting applies to all paper forms but not to

Client-Entry.

DSM-oriented profiles & reports

One-page profiles based on DSM criteria are available for the CBCL/1½-5, C-

TRF/1½-5, CBCL/6-18, YSR, TRF/6-18, ASR/18-59, ABCL/18-59, SCICA,

and TOF forms. DSM profiles cannot be produced independently but can be

included as part of the standard output along with the empirically-based pro-

files. Two-page DSM-oriented cross-informant reports are available for the

CBCL/1½-5, C-TRF/1½-5, CBCL/6-18, YSR, TRF/6-18, ASR/18-59, and

ABCL/18-59. DSM-oriented cross-informant reports are produced automati-

cally with the empirically-based cross-informant report.

NOTE: The TOF DSM profile is always produced and is not affected by

this setting.

Preferred agency

Some users group forms or individuals by agencies. These users may use one

agency more than others. The preferred agency appears on each new form

entry as the default agency. The agency selection can be changed during form

entry.

Preferred clinician

At a site with multiple clinicians, a user may enter more forms for one clinician

than for others. The preferred clinician appears on each new form entry as the

default clinician. The clinician selection can be changed during form entry.

Save as Defaults button

Facility settings will be stored after this button has been selected. If the Main

Main Setup 31

Setup screen is closed without selecting the Save button, the previous facil-

ity default settings will be retained. When a new user is added, these default

settings will be applied. This button may be selected in conjunction with the

Apply to All Users button.

Apply to All Users button

Facility settings will override all users’ individual settings. This button may be

selected in conjunction with the Save as Defaults button.

Reset button

Selecting this button restores all settings that existed prior to making new

selections. The Reset button will not restore previous settings if the Apply or

Save button has been selected.

User Options

You can establish some of your own settings to customize your personal entry

and scoring sessions.

Changing Existing Password

Each user can change his/her personal password as needed.

Current password

This field is white when the supervisor has set the Password requirement on.

If passwords are not required at your facility, this field is disabled and appears

gray.

To change your password, you must know your current password. If you

cannot remember your current password, ask the supervisor or a supervisor-

equivalent to delete your password. Next time you login, enter your new pass-

word on the Login screen.

To change your password, type in your current password correctly.

New password

This field remains disabled until you type in a correct current password. Enter

the new password you have chosen. All passwords must be at least 4 characters

long. Passwords are not case-sensitive.

Confirm

When a valid new password has been entered, this field will be enabled. Enter

the new password again for confirmation.

Main Setup32

Apply button

Select this button to save your new password.

Clear button

Select this button to erase all entries in the password fields. Your current pass-

word will continue to be active until you enter a new password again and select

the Apply button to save the change.

User Settings

Each user can customize key-entry and scoring to fit personal needs. These set-

tings apply to all forms. Settings can be overridden if the supervisor sets new

facility settings and applies them to all users. These settings can be changed at

any time.

Automatic verification

Key-entered data can be verified immediately after each form is initially

entered. Entering data with verification is a two-step process. After initial

entry, each value is entered again and ADM compares it to the value entered

originally. Key verification is strongly recommended to ensure accuracy. This

setting applies to all paper forms but not to Client-Entry.

Enter Problem items only

This option is relevant only to the CBCL, TRF, YSR, YASR, ASR, and ABCL

forms that have Competence or Adaptive Functioning items in addition to

Problem items. When this option is active, the entry screens for Competence

and Adaptive Functioning are not available.

No names on profiles & reports

Some users are concerned about the confidentiality of respondents and those

individuals for whom forms have been completed. Users can choose to sup-

press the names of all respondents and individuals on profiles, narratives,

and cross-informant reports. This setting applies to all paper forms but not to

Client-Entry.

DSM-oriented profiles & reports

One-page profiles based on DSM criteria are available for the CBCL/1½-5, C-

TRF/1½-5, CBCL/6-18, YSR, TRF/6-18, ASR/18-59, ABCL/18-59, SCICA,

and TOF forms. DSM profiles cannot be produced independently but can be

included as part of the standard output along with the empirically-based pro-

files. Two-page DSM-oriented cross-informant reports are available for the

CBCL/1½-5, C-TRF/1½-5, CBCL/6-18, YSR, TRF/6-18, ASR/18-59, and

ABCL/18-59. DSM-oriented cross-informant reports are produced automati-

cally with the empirically-based cross-informant report.

Main Setup 33

NOTE: The TOF DSM profile is always produced and is not affected by

this setting.

Preferred agency

Some users group forms or individuals by agencies. These users may use one

agency more than others. The preferred agency appears on each new form

entry as the default agency. The agency selection can be changed during form

entry.

Preferred clinician

At a site with multiple clinicians, a user may enter more forms for one clinician

than for others. The preferred clinician appears on each new form entry as the

default clinician. The clinician selection can be changed during form entry.

Select System Sound button

ADM uses your default system sound to alert you when you have entered an

invalid value during key-entry and verification. You can choose a different

sound. When you click this button, a browse window appears. Sound files

(*.WAV) are found in the \MEDIA folder on your workstation in the C:\Win-

dows system path. Select the sound file you want to utilize. The path and name

of the file are displayed in the box to the right of this button. Be sure your

speakers are turned on.

Sample Sound button

Click on this button to hear the sound that you selected.

Restore Default Sound button

Change the selected sound to the default sound on your computer.

Apply button

User settings will be stored after this button has been selected. If the Main

Setup screen is closed without selecting the Apply button, the previous set-

tings will be retained.

Reset button

Selecting this button restores all settings that existed prior to making new

selections. The Reset button will not restore previous settings if the Apply

button has been selected.

Main Setup34

Lists and User-Defi ned Fields

You often enter data in ADM by making a selection from a list. Each selection

has a corresponding code associated with it. This code may be important to

those users who wish to do statistical analyses.

Some list selections are provided with ADM. The associated codes are

“reserved” unique ADM codes and cannot be changed, deleted, or duplicated.

You can add your own selection categories and codes to the four ADM lists. In

addition, three user-defined lists are available for your facility’s special use.

The four ADM lists are:

Ethnicity - contains “reserved” ADM selections and codes

Education - contains “reserved” ADM selections and codes

Agency - enter your own user-defined agencies and codes

Clinician - enter your own user-defined clinician names and codes

The three user-defined lists are:

One Catalog list – titled: User-defined 1 - displays a list of user-defined

Catalog information

Two Forms lists – titled: User-defined 1 & User-defined 2 - each dis-

plays a list of user-defined selections available during form entry

NOTE: The titles for the three user-defined fields mentioned above are the

ADM default labels. Select the button, Assign Titles for User-Defined Fields

(see below) to label your user-defined fields with titles that are meaningful to

your facility. When data are exported for statistical analyses, the lists will be

identified by thier generic names, not the titles you have given them.

List

When you select a list, the list contents are displayed in the table to the right.

Print List button

The list contents for the selected list and their associated codes are reported.

The List Table

The list table displays information in five columns. The left-most column is

labeled with the type of list and displays the selections (category descriptions)

for that list. Each category description and code must be unique in that list.

Codes can be reused in other lists.

To add a category to the list table:

1) Enter a new category description in the New Category box.

2) Enter a code in the Code box. Codes can be letters or digits.

3) Select the Add button.

Main Setup 35

Category description column

Those categories with white backgrounds can be modified in the list table.

Those categories with gray backgrounds are ADM “reserved” categories and

cannot be changed.

Code column

The code for each selection is displayed in this column. If the background for

a code is white, the code can be modified in the list table. If the background

is gray, the code is either an ADM “reserved” code or the associated category

has been selected for a form during data entry. Codes with gray backgrounds

cannot be modified.

Suppress column

You can customize your list by suppressing those selections provided by ADM

that are not relevant to your facility. You can also suppress your user-defined

categories that you may no longer use. When a category is suppressed it will

not be displayed in the list during data entry. If you unsuppress the category

later, that selection will appear in the list again.

NOTE: During editing and post-entry verification, the suppressed category will

appear in the selection list for previously entered forms that used the category.

Delete column

Those categories that are not currently used by any data records can be deleted

and permanently removed from the list. Only those categories with a white

background are eligible for deletion. A gray background indicates that the

category is currently used by a stored data record and cannot be deleted. (See

Remove All Deleted button, below).

Reserved column

This column is for display only. Those categories and codes that are unique

ADM “reserved” selections are check-marked. These selections can never be

deleted but they may be suppressed.

Remove All Deleted button

All categories and codes marked for deletion will be removed if the system

tables are not locked by another user or process. If the system tables are busy,

the categories will not be deleted. They will have to be selected again for dele-

tion at another time.

Creating User-Defi ned Labels

There are four user-defined fields available in ADM:

Main Setup36

Catalog – one list field

one text field

Forms – two list fields

Example of a Catalog user-defined list:

User-defined Title: Group

User-defined category descriptions for Group:

Experimental

Control

Example of a Forms user-defined list:

User-defined Title: Event

User-defined category descriptions for Event:

Pretest

Post test

Assign Titles for User-Defined Fields button

Initially each field has a generic title provided by ADM. You can create field titles

that identify the data to be entered in the field or selected from the associated list.

Type the desired label in the text box for the user-defined fields you wish to use.

Clear button

Erases all entered titles in all text fields.

Restore button

Restores the previously saved titles to all text fields.

Close button

Saves the titles currently displayed in all text fields and closes the screen.

37

If your facility has purchased and installed the School-Age module (CBCL,

TRF, YSR), this menu selection will appear under File → Setup.

Several data fields in the TRF entry module involve making a selection from a

list. Each selection has a corresponding code associated with it. This code may

be important to those users who wish to do statistical analyses.

Some list selections are provided with ADM. The associated codes are

“reserved” unique ADM codes and cannot be changed, deleted, or duplicated.

You can add your own selection categories and codes to the four ADM lists.

The four ADM lists are:

Time in class - contains “reserved” ADM selections and codes

Type of class - contains “reserved” ADM selections and codes

School - enter school names and codes here to maximize

reliability in reporting school names

Tests - create a compendium of all tests relevant to your TRFs

List


Print List button


The List Table

The list table displays information in five columns. The left-most column is








TRF Setup7

TRF Setup38



Those categories with gray backgrounds are ADM “reserved” categories and

cannot be changed.

Code column



is gray, the code is either an ADM “reserved” code or the associated category

has been selected for a form during data entry. Codes with gray backgrounds

cannot be modified.

Suppress column



categories that you may no longer use. When a category is suppressed, it will



Delete column






Reserved column

This column is for display only. Those categories and codes that are unique

ADM “reserved” selections are check-marked. These selections can never be

deleted but they may be suppressed.








39

If your facility has purchased and installed a Preschool module (for both the

current CBCL/1½-5 & C-TRF/1½-5 forms and the legacy CBCL/2-3 & C-

TRF/2-5 forms), this menu selection will appear under File → Setup.

Several data fields in both C-TRF entry modules involve making a selection

from a list. Each selection has a corresponding code associated with it. This

code may be important to those users who wish to do statistical analyses.

The two lists provided with both C-TRFs are optional lists:

School or facility - enter names and codes of schools and facilities for

consistent reporting of this information

Type of facility - create a list of types of facilities such as daycare,

preschool

List


Print List button


The List Table

The list table displays information in four columns. The left-most column is










8 C-TRF Setup

C-TRF Setup40

Code column

The code for each selection is displayed in this column. If the backgound for


is gray, the associated category has been selected for a form during data entry.

Codes with gray backgrounds cannot be modified.

Suppress column






Delete column













41

If your facility has purchased and installed the SCICA module, this menu

selection will appear under File → Setup.

Two data fields in the entry module involve making a selection from a SCICA-

specific list. Each selection has a corresponding code associated with it. This


The two lists provided with the SCICA are optional lists:

Interviewer - enter names and codes of professionals who conduct

SCICA interviews

Rater - enter names and codes of professionals who rate the

SCICA items based upon the interview

List


Print List button


The List Table











Code column



SCICA Setup9

SCICA Setup42



Suppress column






Delete column













43

If your facility has purchased and installed the module for theTest Observation

form (TOF), this menu selection will appear under File → Setup.

The school data field in the TOF entry module involves making a selection

from a list. Each selection has a corresponding code associated with it. This


The single list provided with the TOF is an optional list:

School -- enter names and codes of schools for consistent

reporting of this information

ListWhen you select a list, the list contents are displayed in the table to the right.

Print List button


The List Table











10 TOF Setup

TOF Setup44

Code column

The code for each selection is displayed in this column. If the backgound for




Suppress column






Delete column











45

Before entering information from a form, review it first to resolve any confus-

ing or erroneous responses. Use a red pen or pencil to make corrections right

on the form. The following guidelines provide advice for previewing forms for

entry into ADM.

Assign ID Number and Eval ID

It is important to establish a numbering system that will allow you to clearly

identify each child or adult with a unique ID. An ID “number” can be any com-

bination of letters, symbols, and digits up to a maximum of 12 characters. You

can also uniquely label each form completed for a particular person with Eval

IDs. An Eval ID can be any combination of letters, symbols, and digits up to a

maximum of 3 characters.

For example, a child is assigned an ID number of 13327. A CBCL just com-

pleted for this child is assigned the unique Eval ID of 001 (ID number 13327,

Eval ID 001) and a TRF just completed is assigned the unique Eval ID 002 (ID

number 13327, Eval ID 002).

Demographic Data

Be sure each form indicates the age and gender of the person who is described

on the form. Age and gender are required for information to be entered

and saved.

You can choose whether to enter the following optional information: the

person’s race or ethnic group, socioeconomic status (SES), birth date, the date

the form was completed, education level, and who filled out the form. You can

create your own SES coding system or use an established scale such as the

Hollingshead Occupation Scale.

Competence Section (CBCL & YSR)

This section is made up of items I to VII on pages 1 and 2 of the CBCL and

YSR. Check the items entered by the respondent under Sports, Activities, Orga-

nizations, and Jobs to be sure that they fit in those categories. If the respondent

11 Preparing Forms

for Entry

Preparing Forms for Entry46

has entered the same item in more than one category, pick the category that the

item best fits and eliminate the other references to that item. Use the instruc-

tions in each category for help in determining if the items belong.

Item VII-1—additional academic performance subjects written in by the

respondent—should be scored only for academic subjects. Exclude subjects

such as gym, music, art, etc.

Item VII-2 (CBCL only)—“Is your child in a special class or special

school?”—should be scored “yes” for remedial classes and “no” for advanced

or accelerated classes, private schools that are not remedial, etc.

NOTE: If a respondent checked more than one box for any item, score the

response closest to “average.”

Adaptive Functioning Section (TRF, ASR, ABCL, & YASR)

The Adaptive Functioning section for the TRF is made up of items on pages

1 and 2. Questions I through VI and IX through X request optional data. The

information from these questions will not appear on the TRF profile but is

intended for use by the professional interpreting the results. For questions III

and IV, you can develop your own numeric coding format.

Questions VII and VIII on the TRF contain information that is scored on the

Adaptive Functioning Section of the TRF profile. If more than one box is

checked for either of these items, score the mean of the two responses, rounded

to the nearest whole number (e.g., 1.4 is rounded to 1; 1.5 is rounded to 2).

On the ASR and YASR, this section is made up of items I to V on pages 1 and

2.

On the ABCL, this section is made up of items I and II on page 1.

Problem Section (all forms)

This section contains all the items appearing on pages 3 and 4 of the CBCL,

YSR, TRF, ASR, ABCL, YASR, and TOF. On the CBCL/2-3, CBCL/1½-5,

C-TRF/2-5, C-TRF/1½-5, and YABCL, this section contains the items appear-

ing on pages 1 and 2. Problem items for the SCICA appear on pages 1-4. On

all forms use comments written by the respondent to decide whether items

deserve to be scored using the following guidelines:

For each problem reported by the respondent, only the item that

most specifically describes the problem should be scored. If the

respondent’s comments show that more than one item has been

scored for a particular problem, or if he or she wrote in a problem for

Preparing Forms for Entry 47

Item 56h or Item 113 (CBCL, TRF, or YABCL), Item 56j (YASR),

Item 100 (CBCL/2-3, CBCL/1½-5, C-TRF/2-5, or C-TRF/1½-5),

or Items 121 or 247 (SCICA) that is specifically covered elsewhere,

count only the most specific item.

For extreme behaviors (e.g., sets fires, attempts suicide), if the

respondent noted that it happened once but circled 0 or left it blank,

score 1, unless it clearly happened earlier than the interval speci-

fied in the rating instructions (6 months for the CBCL, YSR, ASR,

ABCL, YASR, YABCL; 2 months for the TRF, CBCL/2-3, CBCL/

1½-5, C-TRF/2-5, and C-TRF/1½-5).

For items on which the respondent noted “used to do this,” score as

he or she scored it, unless it clearly occurred earlier than the interval

specified in the instructions.

If a respondent circled more than one response for an item, score

the item as 1.

When in doubt, score items the way the respondent scored them, except on the

following items:

9. (CBCL, TRF, ABCL, YABCL) Obsessions — exclude anything

that is clearly not obsessional; e.g., do not score “won’t take no for

an answer.”

9. (YSR, ASR, YASR) Can’t get mind off certain thoughts — this

item is not restricted to obsessions and can include almost anything

the youth or adult listed here except problems that are specifically

listed elsewhere. If the respondent wrote “sex” for this item, for

example, it would be more appropriately scored under item 96, I

think about sex too much. If not covered by another item, responses

that might be considered normal for the respondent’s age should be

scored the way the youth or adult scored them; e.g., “cars,” “girls,”

“boys,” “getting a good job.”

28. (CBCL, TRF, YSR)

31. (CBCL/2-3, C-TRF/2-5, CBCL/1½-5, C-TRF/1½-5) Eats or

drinks things that are not food — do not score for sweets and junk

food.

40. (CBCL, TRF, ABCL, YABCL) Hears sounds and 70. Sees

things — do not score anxiousness about sounds and sights that

others also notice; do not score experiences while under the influ-

ence of drugs or alcohol.

40. (YSR, ASR, YASR) Hears sounds and 70. Sees things — score

experiences such as “ringing in ears” and “spots before eyes” the

way the respondent scored them; do not score experiences while

under the influence of drugs or alcohol.

46. Nervous movements — if “can’t sit still” or anything entirely

covered by Item 6 (CBCL/2-3, C-TRF) or Item 10 (CBCL, TRF,

Preparing Forms for Entry48

YSR, ASR, ABCL, YASR, YABCL) is entered here, score only Item

6 or Item 10.

56d. (CBCL, TRF, YSR, ASR, ABCL, YASR, YABCL)

57. (CBCL/2-3, C-TRF/2-5, CBCL/1½-5, C-TRF/1½-5) Prob-

lems with eyes — do not score “wears glasses,” “near-sighted,”

and other ordinary visual problems having an organic basis.

66. (CBCL, TRF) Compulsions — do not score noncompulsive

behavior; e.g., “keeps hitting brother.”

66. (ABCL, YABCL) Compulsions — exclude anything that is

clearly not a compulsive act or is not covered by another item; e.g.,

“overeating” should be scored on item 53 (YABCL) instead.

66. (YSR, ASR, YASR) I repeat certain actions over and over

— this item is not restricted to compulsions and can include

almost anything the youth or adult listed here except problems that

are specifically listed elsewhere. Speech repetitions or stammers,

for example, would be more appropriately scored under item 79.

Speech problem.

72. (CBCL & YSR) Sets fires — score playing with matches or

lighter if parent or youth reports it.

77. (CBCL, YSR, ASR, ABCL, YASR, YABCL) Sleeps more than

most — do not score “wants to stay in bed,” but do score difficulties

in waking up.

80. (CBCL/2-3, C-TRF/2-5, CBCL/1½-5, C-TRF/1½-5) Strange

behavior

84. (CBCL, TRF, YSR, ASR, ABCL, YASR, YABCL) Strange

behavior and

85. (CBCL, TRF, YSR, ASR, ABCL, YASR, YABCL) Strange

ideas — if what the respondent describes is specifically covered by

another item, score the more specific item instead.

105. (CBCL, TRF, YSR) Alcohol or drugs — do not score tobacco

or medication.

100. (CBCL/2-3, C-TRF/2-5, CBCL/1½-5, C-TRF/1½-5) Addi-

tional problems

113. (CBCL, TRF, YABCL) Additional problems — score only

if not specifically covered by another item; if the parent or teacher

lists more than 1 “other” item, enter only the highest score.

Substance Use (ASR, ABCL, & YASR)

ASR and ABCL items 124-126 and YASR items 117-119 request the respon-

dent to specify frequencies of tobacco usage, drunkenness, and drug use,

Preparing Forms for Entry 49

respectively. Enter the actual numbers written by the respondent, up to a maxi-

mum of 99 for tobacco and 999 for drunkenness and drugs. If a respondent

wrote a higher number or a comment such as “constantly,” enter the maximum

number allowed for that item.

SCICA Observation & Self-Report Forms

The Observation and Self-Report forms can be completed by either the inter-

viewer or a rater who observes the actual interview or a taping of the interview

session.

For ages 6-11: Rate items 1-235 from pages 1-4 and item 247 from page 5 of

the SCICA form.

For ages 12-18: Rate items 1-227 from pages 1-4 and items 228-247 from page

5 of the SCICA form.

Use comments written by the interviewer to decide whether items deserve to

be entered using the following guidelines:

For each problem observed or reported, only the item that most specifically

describes the problem should be entered. If the interviewer’s comments show

that more than one item has been rated for a particular problem, or if he or she

wrote in a problem for item 121 or item 247 that is specifically covered else-

where, enter only the most specific item.

For detailed information regarding how to score specific items in the SCICA

Observation and Self-Report forms, please refer to Appendix D.

Test Observation Form (TOF)

The Test Observation Form can be completed by either the examiner or by an

observer who is present during the testing session but does not administer the

test.

Use comments written during the testing session to decide whether items

deserve to be entered using the following guidelines:

For each problem observed, only the item that most specifically describes the

problem should be entered. If the examiner’s comments show that more than

one item has been rated for a particular problem, enter only the most specific

item.

For detailed information regarding how to score specific items on the TOF,

please refer to Appendix E.

50

To enter data from any form, first open the Catalog, select the person whose

form you will be entering, and click the Forms tab. A new screen appears that

will display all forms entered for the person. The display area is empty the first

time you enter this screen for each new person.

To enter a form, select the New button. A smaller screen appears with the list

of form types that can be entered. Double click on the form type or highlight it

and then click the Select button. After a pause, the entry module for the form

type will be displayed.

All form modules consist of a series of screens used for new entry, editing previ-

ously ADM key-entered, scanned, converted or downloaded Web-Link data, and

verifying previously entered responses. Data are key-entered from all forms in

a similar manner. You may have chosen user-defined options to customize your

personal entry sessions. Those selections will be active for all entry sessions until

you change them.

Each form has its own set of screens. Some forms have more screens than

others, but screens from all forms have a similar format.

Entered responses can be saved at any time by selecting the Save button, after

which the entry session can be ended. Entry can be resumed later by selecting

the form from the Forms screen of the Catalog and choosing Edit.

When the last problem item is completed, the entered responses from the paper

form are automatically saved. You can close the form module and return to the

Catalog or continue with automatic verification.

Automatic Verifi cation

If the option for automatic verification is selected (Setup -> Main), verification

occurs immediately after the last problem item has been entered for each form.

Alternatively, you can start verification from the Forms screen of the Catalog

by selecting a form and clicking the Verify button.

A box in the top right corner of the form module instructs you to “Reenter

data.” Entry boxes for items that had values entered originally are light blue;

12 Entering Data from

Forms

Entering Data from Forms 51

the previously entered values have been cleared. Enter each response from the

form in the same way you entered it originally. If an item did not have a value

entered originally, the box is white and can be skipped during the verification

process, or a value can be entered.

As you enter responses for verification, each entry you type is compared with the

last entry you typed for the item. If the verification entry and the original entry

agree, the cursor continues to the next item. If the two entries do not agree, a beep

is issued (see Chapter 6, Main Setup, to learn how to customize your beep) and

an error message appears. You must enter the correct value.

NOTE: Demographics items are not included in the verification step.

Demographics (all forms)

Information displayed and entered on this screen is found on the top of page

1 of each paper form. Some of the fields described below appear on all paper

forms. Other fields are form-specific. Each field description below notes the

forms that use the field.

ID

All forms

This field is display only. The unique ID is entered on the Identification screen

of the Catalog.

Eval ID

All forms

Optional but recommended

A code can be entered to provide a unique identifier for each form.

Birthdate

All forms

This field is display only. The birthdate is entered on the Identification screen

of the Catalog. It is used with the Date Filled field to calculate age.

Date Filled

All forms

Optional

Enter the date the form was completed. When entry is finished for this field, the

age will automatically calculate if the Birthdate field is filled. The calculated

age is displayed in the Age field.

Entering Data from Forms52

Age

All forms (age in years)

CBCL/2-3, C-TRF/2-5, CBCL/1½-5, C-TRF/1½-5 (age in months)

Required

If both the Birthdate and Date Filled fields are filled, the age is automati-

cally calculated. Alternatively, the age can be key-entered. For CBCL/2-3,

C-TRF/2-5, CBCL/1½-5 and C-TRF/1½-5, you can choose to have the age

displayed and entered either in months or years. For all other forms, the age is

always displayed and entered in years.

If the displayed age is not in the range for the form, a warning message appears.

You can choose to continue or return to the age field.

If the age is key-entered and both the Birthdate and Date Filled fields are

filled, the entered age will be compared with the age calculated from birthdate

and date filled. If there is a discrepancy between the two ages, an error message

appears. You can choose which age is the correct age.

Agency

All forms

Optional

This user-defined list is created in Main Setup. If the list is empty, the field is

disabled and <List Empty> is displayed. If the list is not empty but all selec-

tions have been suppressed (see Main Setup), the field is disabled and <List

Suppressed> is displayed. Select the agency for this form.

Clinician

All forms

Optional

This user-defined list is created in Main Setup. If the list is empty, the field is

disabled and <List Empty> is displayed. If the list is not empty but all selections

have been suppressed (see Main Setup), the field is disabled and <List Sup-

pressed> is displayed. Select the name of the clinician who requested this form.

User-Defined 1

All forms

Optional

This user-defined list and its description or title are created in Main Setup.

This list functions in the same way as Agency and Clinician.

User-Defined 2

All forms

Optional

This second user-defined list and its description or title are created in Main

Setup. This list functions in the same way as Agency and Clinician.


Demographics (Form Specifi c)

Respondent’s First Name

Forms: CBCL, TRF, CBCL/2-3, CBCL/1½-5, C-TRF/2-5,

C-TRF/1½-5, ABCL, YABCL, TOF

Optional

Enter the first name of the person who filled out this form.

Respondent’s Last Name


C-TRF/1½-5, ABCL, YABCL, TOF

Optional

Enter the last name of the person who filled out this form.

Respondent’s Gender

Forms: CBCL, TRF, CBCL/2-3, CBCL/1½-5 C-TRF/2-5,

C-TRF/1½-5, YABCL, TOF

Optional

Select the gender of the person who filled out this form.

Respondent’s Relation


C-TRF/1½-5, ABCL, YABCL

Optional

From the list provided, select the relationship of the respondent to the person

for whom the form has been filled out. If the specific relationship is not on the

list, select “Other — Describe:”. A new entry field will be displayed. Enter the

relationship in this field.

Respondent’s Role

Form: C-TRF/2-5, C-TRF/1½-5, TOF

Optional

From the list provided, select the role the respondent holds in relation to the

person who is described on the form.

Years Experience

Form: C-TRF/2-5, C-TRF/1½-5

Optional

Enter the number of years of experience that the respondent has had in the

respondent’s role.


Education

Forms: CBCL, TRF, YSR, ASR, ABCL, YASR, YABCL, TOF

Optional

Select the education level for the person for whom the form has been filled.

If you added other education levels in Main Setup, these levels appear in the

Education list.

Parent SES

Forms: CBCL, TRF, YSR, CBCL/2-3, CBCL/1½-5, C-TRF/2-5, C-TRF/

1½-5, YABCL, TOF

Optional

You can create your own coding system for parent socio-economic status or

use an established scale.

Adult SES

Forms: ASR, ABCL, YASR, YABCL

Optional

You can create your own coding system for the socio-economic status of the

person described on the form or use an established scale.

Partner SES

Forms: ASR, ABCL

Optional

You can create your own coding system for the socio-economic status of the

spouse or partner of the person described on the form or use an established

scale.

SchoolForm: TRF, TOF

Optional

You can create a list of schools for TRF forms in TRF Setup. You can create

a list of schools for TOF forms in TOF Setup. You can select a school that

appears on the list.

Facility or School

Form: C-TRF/2-5, C-TRF/1½-5

Optional

You can create a list of schools or facilities for both C-TRF forms in C-TRF

Setup. You can select a school or facility that appears on the list.

Interviewer

Form: SCICA

Optional

Select the name of the professional who interviewed the child.


Rater

Form: SCICA

Optional

Select the name of the professional who rated the child’s responses. The rater

has either observed the actual interview or viewed a tape of the session.

Problem Items (all forms)

Problem items are entered on a series of screens. The screen tabs identify what

items are entered on each screen. Each problems screen displays a maximum

of 30 problem items.

Item responses can be quickly entered by using the number key pad on your

keyboard. Alternatively, each dropdown list can be opened and the response

can be selected. When an item is filled, the cursor automatically moves to the

next item. When the last item on a screen is filled, the next screen automati-

cally opens. Entered values can be changed by deleting the current value or by

typing over the current value with a different value.

When the last problem item is completed, the entered responses from the form

are automatically saved. You can close the form module and return to the Cata-

log or continue with automatic verification.

Competence Items (CBCL & YSR)

Competence items are entered on two screens. Competence items are found on

pages 1 and 2 of the paper form.

If the option to enter problems only is selected (Main Setup), the two screens

for Competence are disabled and competence items cannot be entered for a

new entry session. However, these screens are enabled if a previously entered

form is selected later for editing.

Item responses can be quickly entered by using the number key pad on your

keyboard. When an item is filled, the cursor automatically moves to the next

item. Alternatively, each dropdown list can be opened and the response can be

selected. Entered values can be changed by deleting the current value or by

typing over the current value with a different value. When the last item on a

screen is filled, the next screen automatically opens.

Sports, Hobbies, Groups, Jobs

Enter the total number reported for each group. The number of subfields

you can access for entry is determined by the total number reported for that

group. For example, suppose a total of two sports is reported. The time and

skill subfields for Sport 1 and Sport 2 are enabled. Entries cannot be made

for Sport 3.


Adaptive Functioning (TRF)

Adaptive functioning items are entered on one screen. Adaptive functioning

items are found on pages 1 and 2 of the paper form.

If the option to enter problems only is selected (Main Setup), the single screen

for Adaptive Functioning is disabled and adaptive functioning items cannot be

entered for a new entry session. However, this screen is enabled if a previously

entered TRF form is selected later for editing.

Many adaptive functioning responses can be quickly entered by using the

number key pad on your keyboard. Alternatively, each dropdown list can be

opened and the response can be selected. Other items are entered by opening

the dropdown list and making a selection. When an item is filled, the cursor

automatically moves to the next item. Entered values can be changed by delet-

ing the current value or by typing over the current value with a different value.

When the last item on the screen is filled, the first problems screen automati-

cally opens.

TRF Test Scores

Test scores are recorded on page 2 of the TRF. The Test Scores screen is

opened by a direct click on the screen tab or by pressing the Page Up or Page

Down keys. Test scores from all TRF forms are stored together and all are

listed when this screen is displayed for any form.

A complete list of tests and scores for an individual can be printed from the

Identification screen of the Catalog when you select the Print Summary

button. Test scores are not considered during scoring and are not included on

the profile.

Test name

Select the test from the list of test names created in TRF Setup.

Score

Enter the score for the test.

Unit

Select the unit to apply to the score from the list of units we provide.

Test date

The test date is an essential entry for tracking progress over time.

Add button

When you have finished entering information about an individual test and

score, press this button to add the information to the list.


Clear button

Erase the information in the entry area and start again.

Delete button

Remove tests and scores from the stored list by highlighting those to be

deleted.

Adaptive Functioning (ASR, ABCL, & YASR)

ASR adaptive functioning items are entered on three screens; ABCL adaptive

functioning items are entered on a single screen; YASR adaptive functioning

items are entered on two screens. Adaptive functioning items are found on

pages 1 and 2 of the paper forms.

If the option to enter problems only is selected (Main Setup), the screens for

Adaptive Functioning are disabled and adaptive functioning items cannot be

entered for a new entry session. However, these screens are enabled if a previ-

ously entered ASR, ABCL, or YASR form is selected later for editing.

All item responses can be quickly entered by using the number key pad on your

keyboard. Alternatively, each dropdown list can be opened and the response

can be selected. When an item is filled, the cursor automatically moves to the

next item. Entered values can be changed by deleting the current value or by

typing over the current value with a different value. When the last item on a

screen is filled, the next screen automatically opens.

Friends, Spouse/Partner, Family, Job, Education

Each form has a different set of these items. The subfields under some of

these headings remain disabled unless the response to the leading question

for a group is “Yes.”

Facility & School (C-TRF)

These optional, non-scorable items are found on page 1 of the C-TRF/2-5 and

C-TRF/1½-5 paper forms. These items are not included in verification.

Some of the item responses can be quickly entered by using the number key

pad on your keyboard. Other items are entered by opening the dropdown list

and making a selection. When an item is filled, the cursor automatically moves

to the next item. Entered values can be changed by deleting the current value

or by typing over the current value with a different value. When the last item

on a screen is filled, the first problems screen automatically opens.

Test Session Information (TOF)

These optional, non-scorable items are found on page 1 of the TOF paper

forms. These items are not included in verification but are always displayed on

the profile.

58

To start a scoring session, open the Forms screen of the Catalog and select

one or more forms for scoring. Click on the Score button to score the selected

forms. A progress window appears and continues to display until scoring is

completed. The Score Options screen then opens automatically.

Score Options Screen

On the Score Options screen, you can choose the type of report(s) to be cre-

ated for the forms just scored and the output destination for these reports.

Scoring Results

The Scoring Results view box shows the number of forms that were success-

fully scored as well as the number of forms that could not be scored because

values were not entered for any items on those forms.

Status

This view box displays the current process to help you track the progress of the

report selections you made.

Report Selections

You may select one or more types of reports for the group of forms just scored.

The Cross-Informant report option is available only if the group of forms

just scored meets the criteria for a valid cross-informant group (see below).

To select a report option, click in the checkbox beside the report you wish.

A checkmark indicates your selected report. To change your selection, click

again in the box to remove the checkmark.

Profiles

A form’s scored results are displayed in a graphical format on two to four pages

depending upon the type of form and your personal settings. An empirically

based profile is always produced. If the DSM-Oriented Profiles & Reports option

is selected in File � Setup � Main � User Options, a profile of DSM-oriented

scales is automatically included. The DSM-oriented profile can be obtained for

Score Profi les,

Narratives, & Cross-

Informant Reports

13

Score Profiles, Narratives, & Cross-Informant Reports 59

CBCL/1½-5, C-TRF/1½-5, CBCL/6-18, YSR, TRF/6-18, ASR/18-59, ABCL/

18-59, SCICA, and TOF forms. DSM-oriented profiles are not available for

CBCL/2-3, C-TRF/2-5, and earlier School-Age forms (CBCL/4-18, YSR,

TRF/5-18; Data version = 1991).

Narrative summary

A form’s scored results are described in a textual format. Critical items are

displayed for SCICA, School-Age forms (CBCL/6-18, YSR, TRF/6-18; Data

version = 2001), and the Adult forms (ASR/18-59 and ABCL/18-59).

Cross-Informant Reports

If you want a Cross-Informant report but this selection is not available to you,

close the Score Options screen and select a valid group of forms to score (see

below).

At least two forms and no more than eight forms are required for a Cross-

Informant report. If all forms selected for scoring belong to a valid Cross-

Informant group, this option can be selected. Valid Cross-Informant groups

are as follows:

CBCL/4-18, YSR, TRF/5-18 (all Data version = 1991)


CBCL/1½-5, C-TRF/1½-5

ASR/18-59, ABCL/18-59

YASR, YABCL

Cross-Informant reports are not available for CBCL/2-3, C-TRF/2-5, SCICA,

and TOF.

If the DSM-Oriented Profiles & Reports option is selected in File � Setup

� Main � User Options, the DSM-oriented Cross-Informant report will be

included automatically with the report for the empirical scales. DSM-oriented

Cross-Informant reports are available for the following groups:


CBCL/1½-5, C-TRF/1½-5

ASR/18-59, ABCL/18-59

For both types of Cross-Informant reports, forms are grouped alphabetically

by type of form, then from earliest to most recently administered within each

form type.

Print Report Glossary

The glossary contains definitions of terms that appear on the profiles as well

Score Profiles, Narratives, & Cross-Informant Reports60

as brief explanations of some of the information displayed on profiles and

cross-informant reports. This glossary can also be printed from the Help menu

selection.

Output Options

Although you may select multiple types of reports, you can select just one

report destination at a time. If you desire multiple output destinations, select

the first destination and click the Run button. Repeat the process as needed.

Preview

The reports you selected will be displayed sequentially in a preview window

on your computer. You may print any report from the Preview Window. If you

requested a Cross-Informant report, that report will be displayed first followed

by other types of reports that you may have selected.

Print

The reports you selected will be printed directly to the designated network or

local printer selected in File → Printer Selection.

Save to File

Reports and profiles are saved in files that can be viewed and printed outside

of ADM using Adobe Acrobat Reader. Adobe Acrobat Reader, version 5.0,

can be installed from the ADM installation disk, or can be obtained free from

www.adobe.com.

Select Folder

You must designate the folder where the profile, narrative, and cross-informant

report files will be located. A default folder is provided by ADM. You can use

this folder or select a different one. The folder path is displayed in the box below

the Select Folder button. Within the designated folder, a subfolder is created and

labeled with the name or ID of the individual whose forms have just been scored.

Profile, narrative, and cross-informant report .PDF files are stored here, as well

as READMExxxx.TXT, which contains a key to the contents of the files in the

folder.

If you have selected a Narrative summary, two files are created, one in .PDF

format and one in plain text format. You can import the .TXT file into a word

processor.

File names for profiles and narrative summaries are automatically created by

ADM in the following format:

[form type][internal number][report type].PDF

For example:

CBC11228PROF.PDF = a CBCL profi le

TRF99567NARR.PDF = a TRF narrative summary

TRF99567NARR.TXT = a TRF narrative summary text fi le

Score Profiles, Narratives, & Cross-Informant Reports 61

File names for cross-informant reports are automatically created by ADM in

the following format:

CROSSINF[letter].PDF

DCROSSINF[letter].PDF

For example:

CROSSINFa.PDF = the fi rst cross-informant report

CROSSINFb.PDF = the second cross-informant report

DCROSSINFa.PDF = the fi rst DSM-oriented cross-informant report

Run button

Click this button after you have selected the reports you want and the output

destination. The Status view box displays the current process. If you saved

reports to files, see the Status view box for the name of the READMExxxx.TXT

that contains information about the contents of the files just created.

62

Profiles for the CBCL/6-18, YSR, and TRF/6-18 normally produce four pages

of scores. If Competence or Adaptive Functioning data were not entered, or

you did not select to include DSM-oriented profiles, those pages will not be

produced. For the CBCL and TRF there are four versions of the profile, one for

each gender at ages 6-11 and 12-18. For the YSR there are two versions, one

for each gender at ages 11-18. Each child’s rating form is scored on the version

of the profile corresponding to her/his age and gender.

Refer to the Manual for the ASEBA School-Age Forms & Profiles by Thomas

M. Achenbach & Leslie A. Rescorla for details of the scales.

Competence Scales (CBCL & YSR)

The graphic display on Page 1 compares the child’s standing on the Compe-

tence scales to the relevant normative sample of nonreferred children. A bar

graph marks the level of the T score corresponding to the raw score obtained

by the child on each scale. T scores are indicated at the left. Broken lines des-

ignate the borderline clinical range. Scores below the bottom broken line are

in the clinical range.

The total score, T score, and percentile based on the relevant normative sample

of nonreferred children are printed for each scale. T scores that are in the clini-

cal range are marked by the letter “C,” while T scores that are in the borderline

clinical range are marked by the letter “B.”

NOTE: Maladaptive behavior is indicated by LOW scores on the Competence

scales and HIGH scores on the Problem scales.

Activities Scale

Composed of six scores, each ranging from 0 to 2, summed to yield a total of

0-12 points. The sum of the six scores is rounded to .5 and is printed on the

profile.

I-A. Number of sports

I-B. The mean of up to six scores for sports participation and skill, where

each entry of “less than average” or “below average” is scored 0,

“average” is scored 1, and “more than average” or “above average” is

scored 2.

CBCL/6-18, YSR, &

TRF/6-18 Profi les

14

CBCL/6-18, YSR, & TRF/6-18 Profiles 63

II.A. Number of other nonsports activities

II-B. Mean of participation and skill in nonsports activities, scored as for

I-B.

IV-A. Number of jobs, scored as for I-A.

IV-B. Mean job quality, scored as for I-B.

NOTE: If data for one score are missing, the mean of the other five scores is

used when calculating the Activities Scale score. If item I-B, II-B, or IV-B is

missing and the mean of the other 5 scores exceeds 2.0, the score is rounded

down to 2.0.

Social Scale

Composed of six scores, each ranging from 0 to 2, summed to yield a total of 0-12

points. The sum of the six scores is rounded to .5 and is printed on the profile.

III-A. Number of organizations

III-B. The mean of up to six scores for participation and skill in organiza-

tions, where each entry of “less than average” or “below average” is

scored 0, “average” is scored 1, and “more than average” or “above

average” is scored 2.

V.1. Number of friends

V.2. Frequency of contact with friends

VI.A. Behavior with others

VI-B. Behavior alone


used when calculating the Social Scale score. If item III-B, V-2, VI-A, or VI-B

is missing and the mean of the other 5 scores exceeds 2.0, the score is rounded

down to 2.0.

School Scale (CBCL)

Composed of four scores: a mean rating = 0-3 for up to seven academic sub-

jects, plus Special Class, Repeated Grade, and Other Academic Problems, each

scored 0-1. The School Scale can range from 0-6 points.

Total Competence Score (CBCL)

The Activities, Social, and School Scales are summed to yield a Total Compe-

tence score.

Mean School Performance (YSR)

Not plotted for the YSR, but consists of a mean rating = 0-3 for three to seven

academic subjects.

Total Competence Score (YSR)

The Activities and Social Scales and Mean Academic Performance are summed

to yield a Total Competence score.

CBCL/6-18, YSR, & TRF/6-18 Profiles64

Adaptive Functioning Scales (TRF)

Page 1 displays the child’s standing on Academic Performance and four Adap-

tive Functioning items. A bar graph marks the level of the T score correspond-

ing to the raw score obtained by the child on Adaptive Functioning items. The

borderline clinical range is indicated by broken lines for Academic Perfor-

mance and the sum of the four Adaptive Functioning items. Scores below the

bottom broken line are in the clinical range. No clinical range is indicated for

the four separate Adaptive Functioning items because these are single items.

The total score, T score, and percentile based on the nonreferred normative

sample are printed for each item and scale. T scores that are in the clinical

range are marked by the letter “C,” while T scores that are in the borderline


NOTE: Maladaptive behavior is indicated by LOW scores for Academic and

Adaptive Functioning and HIGH scores for Problems.

Academic Performance

VII-1. The mean of the teacher’s ratings of the child’s performance in

academic subjects (1.00-5.00; rounded to 2 decimal places).

Adaptive Functioning

Consists of separate scores for each of four adaptive characteristics and a scale

for the sum of the four characteristics (4-28).

VIII-1. How hard the child is working (1-7)

VIII-2. How appropriately he/she is behaving (1-7)

VIII-3. How much he/she is learning (1-7)

VIII-4. How happy he/she is (1-7)

Syndrome Scales (CBCL, YSR, & TRF)

Page 2 displays syndrome scales derived from analyses of rating forms filled

out by parents or teachers of children referred for mental health services, or by

referred youths. These scales have been given the following descriptive labels

based on the items empirically found to make up each syndrome: Anxious/

Depressed, Withdrawn/Depressed, Somatic Complaints, Social Problems,

Thought Problems, Attention Problems, Rule-Breaking Behavior, and Aggres-

sive Behavior. Second-order factor analysis has shown that the first three scales

form one broad-band group, while the last two scales form a second. These

groups have been labeled Internalizing and Externalizing, respectively.

The items comprising the syndrome scales are listed on the bottom half of the

page. The number preceding each item is the number it bears on the CBCL,

YSR, or TRF. The wording on the profile is abbreviated; refer to the paper


form for complete wording of each item. To the left of each problem item is

the score (0, 1, or 2) given the item by the respondent. The total scale score,

T score, and percentile based on nonreferred children are printed below each

scale label. T scores that are in the clinical range are marked by the letter

“C,” while T scores that are in the borderline clinical range are marked by

the letter “B.”

The graphic display on the top half of Page 2 compares the child to the rel-

evant normative sample of nonreferred children. The black rectangles show

the score obtained by the child on each scale, which can be compared to the T

scores on the left. The broken lines across the profile designate the borderline

clinical range, with problem scores above this range falling into the clinical

range.

Internalizing, Externalizing, Total Problems

Page 3 displays total scores, T scores, and percentiles for Internalizing, Exter-

nalizing, and Total Problems. T scores that are in the clinical range are marked

by the letter “C,” while T scores that are in the borderline clinical range are

marked by the letter “B.”

Other Problems

On Page 3 is a list of Other Problem items that were not strongly associated

with any of the syndrome scales. The scores for these items are included in the

Total Problems score.

Items Not Counted

The socially desirable items on the YSR (items 6, 15, 49, 59, 60, 73, 80, 88, 92,

98, 106, 107, 108, and 109) are not counted toward the Total Problems score,

nor do they appear on the printed profile.

NOTE: A warning will be printed on the profile if the child’s age is out of the

range for which the instrument was normed or if there are more than 8 missing

items. If there are more than 20 missing items, no scores will be calculated or

plotted. (Item 113 for the CBCL and TRF is not included in the count of miss-

ing items).

TRF Attention Problems Subscales

The Inattention and Hyperactivity-Impulsivity subscales of the TRF Atten-

tion Problems Scale are displayed at the left side of Page 3. These subscales

were derived by factor analyzing the TRF Attention Problems items scored

for the same large clinical samples from which the syndrome scales were

derived, as reported by Achenbach in Russell Barkely’s ADHD Report, 1996,

4, #4, 5-9.


The total score for each subscale is displayed beneath the subscale. Beneath

each total score is the percentile for that score in a national normative sample

of nonreferred children of the same gender and age range as the child whose

TRF scores are displayed. Subscale scores between the 93rd and 97th percentiles

fall within the borderline clinical range; scores that reach the 97th percentile are

in the clinical range.

DSM-Oriented Profi les

Page 4 displays a profile of scales comprising problem items that experienced

psychiatrists and psychologists from sixteen cultures rated as being very

consistent with categories of diagnoses defined by the American Psychiatric

Association’s (1994) Diagnostic and Statistical Manual of Mental Disorders,

4th Edition (DSM-IV). The items of the scales, the item and scale scores, and

the graphic display are laid out like the syndrome scales described previously.

NOTE: DSM-oriented profiles are produced only if the option for DSM-ori-

ented profiles is selected in Main Setup for the logged-in user.

67

The Preschool module produces two standard pages of output for each type

of rating form. DSM-oriented profiles are optionally produced for both form

types. The results from the Language Development Survey can be scored for the

CBCL/1½-5.

Refer to the Manual for the ASEBA Preschool Forms & Profiles by T. M.

Achenbach and L. A. Rescorla for details of the scales.

Syndrome Scales

Page 1 displays a profile of syndrome scales derived from analyses of rating

forms filled out by parents, preschool teachers, or caregivers. These syndrome

scales have been given descriptive labels based on the items empirically

found to make up each syndrome. Second-order factor analysis has shown

that the leftmost syndromes form one broad-band group, while the rightmost

syndromes form a second. These groups have been labeled Internalizing and

Externalizing, respectively.


page. The number preceding each item is the number it bears on the form. The

wording on the profile is abbreviated; refer to the form for the complete word-

ing of each item. To the left of each problem item is the score (0, 1, or 2) given

the item by the respondent. The total scale score and a T score and percentile

based on the relevant normative sample are printed above each scale. T scores

that are in the clinical range are marked by the letter “C,” while T scores that

are in the borderline range are marked by the letter “B.”

The graphic display on the top half of Page 1 compares the child to the relevant

normative sample of children. The black rectangles show the score obtained

by the child on each scale, which can be compared to the T scores on the left.

The broken lines across the profile demarcate the borderline clinical range.

Problem scores above the top broken line are in the clinical range.




15 CBCL/1½-5 &

C-TRF/1½-5 Profi les

CBCL/1½-5 & C-TRF/1½-5 Profi les68



Other Problems

On the right is a list of Other Problem items that were not strongly associated




range for which the instrument was normed or if there are more than 8 missing


plotted. (Item 100 is not included in the count of missing items).

DSM-Oriented Scales

Page 3 displays a profile of scales comprising problem items that experi-

enced psychiatrists and psychologists from nine cultures rated as being very







Language Development Survey (LDS)

Page 4 of the profile for the CBCL/1½-5 displays scores obtained from the

LDS, if it was completed for the child.

NOTE: LDS scores are calculated only for children aged 18 - 35 months. If the

child is outside this age range, the LDS page will be printed with the other LDS

information entered for the child but no scores will be displayed.

On the lower left portion of Page 4, a bar is printed to indicate the average

length of phrases reported for the child in relation to percentiles for normative

samples of children (both genders combined) at ages 24 to 29 months or 30 to

35 months, if the child’s age is in one of those intervals.

On the lower right portion of Page 4, a bar is printed to indicate the vocabulary

score reported for the child in relation to percentiles of normative samples of

children at ages 18 to 23 months, 24 to 29 months, or 30 to 35 months, if the

child’s age is in one of those intervals. Unlike the average length of phrases,

the percentiles for vocabulary scores are computed separately for boys and

CBCL/1½-5 & C-TRF/1½-5 Profi les 69

girls, because girls in the normative samples obtained significantly higher

vocabulary scores than boys, as reported in the Manual for the ASEBA Pre-

school Forms & Profiles. The percentile indicated for a child’s vocabulary

score is therefore gender-specific.

The top portion of Page 4 displays the respondent’s answers to questions

about possible risk factors for delayed language, including early birth, low

birth weight, ear infections, other languages spoken in the home, and delayed

speech in family members. For details, users should refer to Page 3 of the

CBCL/1½-5 rating form that was completed for the child.

70

Profiles for the ASR/18-59 and ABCL/18-59 normally produce four pages of

scores. If Adaptive Functioning data were not entered, or you did not select to

include DSM-oriented profiles, those pages will not be produced. There are

four versions of the profiles for each type of form, one for each gender at ages

18-35 and 36-59. Each rating form is scored on the profile corresponding to

the adult’s age and gender.

Refer to the Manual for the Adult Self-Report and Adult Behavior Checklist by

T. M. Achenbach & L. A. Rescorla for details of each profile.

ASR & ABCL Adaptive Functioning Scales & Profi les

Page 1 shows the scores obtained by the adult on each item and the sum or

mean of the scores for each Adaptive Functioning scale. The total score, T

score, and percentile based on the relevant normative sample are printed above

each scale. The graphic display on the top half of Page 1 compares the adult

to a normative sample of nonreferred adults. A black rectangle appears on

the graph above each scale at the level of the T score for that scale. T scores

are indicated at the left. Broken lines designate the borderline clinical range.

Scores below the bottom broken line are in the clinical range.

Friends Scale (ASR & ABCL)

Composed of four scores each ranging from 0 to 3, summed to yield a total of

0 to 12 points.

Spouse/Partner Scale (ASR & ABCL)

Composed of eight scores ranging from 0 to 2. When combined for scoring,

four negatively worded items are weighted negatively, producing four scores

ranging from 0 to 2 and four from -2 to 0, to yield a total of -8 to +8 points.

Family Scale (ASR only)

Composed of nine scores ranging from 0 to 2. The items for which the respon-

dent obtained scores are averaged to obtain a mean of 0 to 2 points.

ASR/18-59 & ABCL/18-59

Profi les16

ASR/18-59 & ABCL/18-59 Profiles 71

Job Scale (ASR only)

Composed of eight scores ranging from 0 to 2. When combined for scoring, six

negatively worded items are weighted negatively, producing two scores rang-

ing from 0 to 2 and six from -2 to 0, to yield a total of -12 to +4 points.

NOTE: Item E. in the Job section on the rating form is not included in the Job

scale.

Education Scale (ASR only)

Composed of five scores ranging from 0 to 2. When combined for scoring, two

negatively worded items are reversed, producing three scores ranging from 0

to 2 and two from -2 to 0, to yield a total of -4 to +6 points.

Mean Adaptive Score (ASR only)

The mean of the T scores for all preceding scales on which the adult obtained

a complete set of scores is calculated to produce the Mean Adaptive Score.

Scales with missing values are omitted from this computation.

NOTE: If a value is missing for an item on the Friends, Education, Job, or

Spouse/Partner scale, a total score is not calculated for that scale, and the scale

is excluded from the calculation for Mean Adaptive Score.

NOTE: Maladaptive behavior is indicated by LOW scores on the Adaptive

Functioning scales.

ASR & ABCL Syndrome Scales & Profi les

Page 2 of the profile displays syndrome scales derived from analyses of ASRs

and ABCLs filled out for adults referred for mental health services or scoring

at or above the median of the national sample. These syndrome scales have

been given the following descriptive labels based on the items empirically

found to make up each syndrome: Anxious/Depressed, Withdrawn, Somatic

Complaints, Thought Problems, Attention Problems, Aggressive Behavior,

Rule-Breaking Behavior, and Intrusive. Second-order factor analysis has

shown that the three left-hand scales form one broad-band group, while the

three right-hand scales form a second. These groups are labeled Internalizing

and Externalizing, respectively.


page. The number preceding each item is the number it bears on the ASR or

ABCL. The item description on the profile is abbreviated; refer to the rating

form for the complete wording of each item. To the left of each problem item is

the score (0, 1, or 2) reported by the respondent. The total scale score, T score,

ASR/18-59 & ABCL/18-59 Profi les72

and percentile based on the relevant normative sample are printed above each

scale. T scores that are in the clinical range are marked by the letter “C,” while

T scores that are in the borderline clinical range are marked by the letter “B.”

The graphic display compares the adult to the normative samples of nonre-

ferred adults. Black rectangles show the score obtained on each scale, which

can be compared to the T scores on the left. The broken lines across the profile

designate the borderline clinical range. Problem scores above the top broken

line are in the clinical range.

NOTE: Maladaptive behavior is indicated by HIGH scores on the Problem

scales.


Page 3 of the profile displays total scores, T scores, and percentiles for Inter-

nalizing, Externalizing, and Total Problems. T scores that are in the clinical

range are marked by the letter “C.” T scores that are in the borderline clinical

range are marked by the letter “B.”

Critical Items

The Critical Items scale displayed on Page 3 is comprised of 17 of 19 problem

items that experienced psychiatrists and psychologists from ten cultures rated

as being of particular concern to clinicians. Each individual critical item and

score displayed on Pages 2 and 3 is marked with the superscript “C.”

Other Problems

Also displayed on Page 3 are Other Problem items that were not strongly asso-

ciated with any of the syndrome scales. These items are included in the Total

Problems score. The two Critical Items not included in the Critical Items scale are

included in this section.

Items Not Counted

The Socially Desirable items that are interspersed with the problem items on

the ASR and ABCL are not counted toward the Total Problems score nor do

they appear on the printed profile (ASR: items 2, 4, 15, 49, 73, 80, 88, 98, 106,

109, 123; ABCL: items 2, 4, 15, 49, 73, 88, 98, 106, 109, 110, 123).

NOTE: A warning will be printed on the profile if the adult’s age is out of the

range for which the instrument was designed or if there are more than 8 miss-

ing problem items. Normally, if there are more than 20 missing problem items,

no scores will be calculated or plotted. If the form has been upgraded from a

YASR or YABCL, no scores will be calculated or plotted if there are more than

30 missing problems items.

ASR/18-59 & ABCL/18-59 Profiles 73

Substance Use Scales & Profi le

Tobacco

Number of times per day the adult used tobacco in the preceding 6 months.

Alcohol

Number of days the adult was drunk in the preceding 6 months.

Drugs

Number of days the adult used drugs in the preceding 6 months.

NOTE: Scores >182 for Alcohol or Drugs are treated as missing because they

exceed the 182 days in the 6-month reference period.

Mean Substance Use Score

The mean of the T scores for the Tobacco, Alcohol, and Drugs scales (all three

must be scored for the Mean Substance Use Score to be calculated) results in

the Mean Substance Use Score.

The profile shows the scores obtained by the adult on each item and the mean

of the scores for each scale, with T scores at the right. Broken lines designate

the borderline clinical range. Scores above the top broken line are in the clini-

cal range. Black rectangles appear on the graph above each scale at the level of

the T score corresponding to the score on that scale.

NOTE: HIGH scores indicate HIGH substance use.

DSM-Oriented Profi les

Page 4 displays a profile of scales comprising problem items that experi-

enced psychiatrists and psychologists from ten cultures rated as being very







Attention Problems Subscales

The Inattention and Hyperactivity-Impulsivity subscales of the DSM-ori-

ented AD/H Problems scale are displayed at the right side of Page 4. Refer to

the Manual for an explanation of how these subscales were derived.

74

The SCICA (Semistructured Clinical Interview for Children & Adolescents)

module normally produces four pages of output. Depending on the age of the

child, SCICA profiles are generated based on norms for ages 6-11 or ages 12-

18. If you did not select to include DSM-oriented profiles, only three pages

will print.

Refer to the Manual for the Semistructured Clinical Interview for Children &

Adolescents, Second Edition (2001) by S.H. McConaughy and T.M. Achen-

bach for details of each profile.

Syndrome Scales

Page 1 displays syndrome scales derived from factor analyses of data from

interviews administered to children and adolescents referred for mental

health services. These scales have been given the following descriptive labels

based on the items empirically found to make up each syndrome: AnxiousOB,

Anxious/DepressedSR, Withdrawn/DepressedOB, Language/Motor ProblemsOB,

Aggressive/Rule-BreakingSR, Attention ProblemsOB, Self-Control ProblemsOB,

and Somatic ComplaintsSR. The Somatic Complaints syndrome is scored only for

ages 12-18. The syndromes labeled OB were derived from items on the SCICA

Observation Form; syndromes labeled SR were derived from items on the SCICA

Self-Report Form. Based on second-order factor analyses, the AnxiousOB and

Anxious/DepressedSR syndromes form one broad-band group, labeled Internaliz-

ing, while three other scales, Aggressive/Rule-BreakingSR, Attention ProblemsOB,

and Self-Control ProblemsOB, form a second group labeled Externalizing.


page. The number preceding each item is the number it bears on the SCICA

rating form. The wording for each item on the profile is abbreviated; refer to the

paper form for complete wording of the item. To the left of each problem item is

the score (0, 1, 2, or 3) given the item by the rater. The total scale score, clinical

T score, and percentile are printed below each scale label. Clinical T scores com-

pare ratings for the individual to reference samples of clinically referred children

ages 6-11 and 12-18. For details, see the Manual cited above.


Page 2 displays total scores, clinical T scores, and percentiles for Internalizing,

Externalizing, Total Observation Problems, and Total Self-Report Problems.

SCICA Profi les17

SCICA Profi les 75

Agressive/Rule-Breaking Subscales for Ages 12-18

The Aggressive/Rule-Breaking scale contains two subscales, Aggressive and

Rule-Breaking, which are scored for ages 12-18 only. The item scores, total

scores, and percentiles for each subscale are listed on the left side of page 2. Per-

centiles that are at or above the 69th percentile (Clinical T > 55) indicate poten-

tially severe problems compared to the SCICA samples of clinically referred

children ages 6-11 and 12-18.

Other Observation & Self-Report Problems

On Page 3 are lists of problem items that were not strongly associated with

any of the syndrome scales. They are divided into the following categories:

Other Observation Problems/Ages 6-18; Other Self-Report Problems/Ages

6-18; Other Self-Report Problems/Ages 6-11 Only; and Other Self-Report

Problems/Ages 12-18 Only. The scores for these items are included in the


SCICA DSM-Oriented Scales

Page 4 displays a profile of scales comprising problem items that experienced

psychiatrists and psychologists rated as being very consistent with categories

of diagnoses defined by the American Psychiatric Association’s (1994) Diag-

nostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV). The

items of the scales, the item and scale scores, and the graphic display are pre-

sented in the same manner as the syndrome scales described previously.



Attention Problems Subscales

The Inattention and Hyperactivity-Impulsivity subscales of the SCICA DSM-

oriented Attention Problems Scale are displayed at the right side of Page 4.

The total score and percentile for each subscale is displayed beneath the item

scores. Percentiles that are at or above the 69th percentile indicate area(s) of

possible concern.

76

The TOF (Test Observation Form) module always produces four pages of

output including demographic and test session information; a profile of syn-

drome scales; Internalizing, Externalizing, Total Problems and Other Prob-

lems; and a DSM-oriented scale and subscales. Depending on the age of the

child, TOF profiles are generated based on norms for ages 2-5, ages 6-11, or

ages 12-18.

Refer to the Manual for the Test Observation Form for Ages 2-18 (2004) by

S.H. McConaughy and T.M. Achenbach for details of each profile.

Demographic & Test Session Information

Page 1 displays information about the child, the tests that were administered

during the test session, DSM codes and diagnoses and school service categories

that pertain to the child, and other information that was filled out on the first page

of the paper form.

Syndrome Scales

Page 2 displays syndrome scales derived from factor analyses of data from obser-

vations recorded during test sessions of children and adolescents who scored

above the median for Total Problems score for a national sample. These scales

have been given the following descriptive labels based on the items empirically

found to make up each syndrome: Withdrawn/Depressed, Language/Thought

Problems, Anxious, Oppositional, and Attention Problems. Based on second-

order factor analyses, the Withdrawn/Depressed and Language/Thought Prob-

lems syndromes form one broad-band group, labeled Internalizing, while two

other scales, Oppositional, and Attention Problems form a second group labeled

Externalizing.


page. The number preceding each item is the number it bears on the TOF rating

form. The wording for each item on the profile is abbreviated; refer to the paper

form for the complete wording of the item. To the left of each problem item is

the score (0, 1, 2, or 3) given the item by the test examiner or an observer at the

test session. The total scale score, T score, and percentile based on the relevant

normative sample are printed above each scale. T scores that are in the clinical

range are marked by the letter “C,” while T scores that are in the borderline


TOF Profi les18

TOF Profiles 77

The graphic display compares the child to the normative samples of nonre-

ferred children. Black rectangles mark the score obtained on each scale, which

can be compared to the T scores on the left. The broken lines across the profile

designate the borderline clinical range. Problem scores above the top broken

line are in the clinical range.

NOTE: Maladaptive behavior is indicated by HIGH scores on the TOF

scales.


Page 3 of the profile displays total scores, T scores, and percentiles for Inter-

nalizing, Externalizing, and Total Problems. T scores that are in the clinical

range are marked by the letter “C.” T scores that are in the borderline clinical

range are marked by the letter “B.”

Other Problems

Also displayed on Page 3 are Other Problem items that were not strongly associ-

ated with any of the syndrome scales. These items are included in the Total Prob-

lems score.


range for which the instrument was designed or if there are more than 8 miss-

ing problem items. If there are more than 20 missing problem items, no scores

will be calculated or plotted.

DSM-Oriented Scale and Subscales

Page 4 displays the DSM-oriented Attention Deficit/Hyperactivity Problems

scale as well as the Inattention and Hyperactivity-Impulsivity subscales. The

items on the scales, total scores, T scores, percentiles, and the graphic display

are laid out in the same manner as for the syndrome scales described previ-

ously.

NOTE: The DSM-oriented scale and subscales are always produced for the

TOF.

78

The pre-2001 version of the School-Age module normally produces three

pages of output for each rating form. If Competence or Adaptive Functioning

data were not entered, only two pages will be printed. For the CBCL and TRF

there are four versions of the profile, one for each gender at ages 4-11 (5-11 for

the TRF) and 12-18. For the YSR there are two versions, one for each gender

at ages 11-18. Each child’s rating form is scored on the version of the profile

corresponding to her/his age and gender.

Refer to the Manual for the Child Behavior Checklist/4-18 & 1991 Profile,

the Manual for the Youth Self-Report & 1991 Profile, or the Manual for the

Teacher’s Report Form & 1991 Profile, all by T. M. Achenbach, for details of

the scales.

Competence Scales (CBCL & YSR)

Page 1 displays the child’s standing on the Competence scales. The total score,

T score, and percentile based on the relevant normative sample of nonreferred

children are printed above each scale. T scores that are in the clinical range

are marked by the letter “C,” while T scores that are in the borderline clini-

cal range are marked by the letter “B.” Some entered values are transformed

during scoring so that the displayed values for some items will differ from the

values entered originally.

CBCL

Activities Scale

Composed of five scores, each ranging from 0 to 2, summed to yield a total of

0-10 points.

Social Scale

Composed of six scores, each ranging from 0 to 2, summed to yield a total of

0-12 points.

School Scale

Composed of four scores: a mean rating = 0-3 for up to seven academic sub-

jects, plus Special Class, Repeated Grade, and Other Academic Problems, each

scored 0-1. The School Scale can range from 0-6 points.

19 CBCL/4-18, YSR, &

TRF/5-18 Profi les


Total Competence Score

The Activities, Social, and School Scales are summed to yield a Total Compe-

tence score of 0-28 points.

NOTE: Competence Scales are not scored for 4-5 year olds; total scores are

printed but no T scores are calculated.

YSR

Activities Scale

Composed of four scores, each ranging from 0 to 2, summed to yield a total of

0-8 points.

Social Scale

Composed of the same six scores found in the CBCL, each ranging from 0 to

2, summed to yield a total of 0-12 points.

Mean School Performance

Not plotted for the YSR, but consists of a mean rating = 0-3 for three to seven

academic subjects.

Total Competence Score

The Activities and Social Scales and Mean Academic Performance are summed

to yield a Total Competence score of 0-23 points.

The sum of the four (YSR) or five (CBCL) scores is rounded to .5 and is

printed on the profile.

I-A. (CBCL only) Number of sports, scored 0 if the respondent lists

0 or 1 sport, 1 if 2 sports are listed, and 2 if 3 sports are listed.

I-B. The mean of up to six scores for sports participation and skill,

where each entry of “less than average” or “below average” is

scored 0, “average” is scored 1, and “more than average” or

“above average” is scored 2.

NOTE: II-A, Number of nonsports activities is not included on the CBCL or

the YSR Activities scales.

II-B. Participation and skill in nonsports activities, scored as for I-B.

IV-A. Number of jobs, scored as for I-A.

IV-B. Job performance, scored as for I-B.

NOTE: If data for one score on the CBCL are missing, the mean of the other

four scores is used when calculating the Activities Scale score. The YSR

requires all four scores.


Social Scale (CBCL & YSR)

The sum of the six scores is rounded to .5 and is printed on the profile.

III-A. Number of organizations, scored as for I-A.

III-B. Participation in organizations, scored as for I-B.

V-1. Number of friends, scored 0 for 0 or 1 friend, 1 for 2 or 3 friends,

and 2 for 4 or more friends.

V-2. Times per week the child does things with friends, scored 0 for

less than once a week, 1 for 1 or 2 times, and 2 for 3 or more

times.

VI-A,B,C. Mean of nonmissing scores for behavior with siblings, other

children and parents, scored 0 for “worse,” 1 for “about the

same,” and 2 for “better.”

VI-D. Plays and works alone, scored as for VI-A.


substituted when calculating the Social Scale score.

School Scale (CBCL only)

The sum of four scores is rounded to .5 and is printed on the profile for children

ages 6 and older.

VII. Mean performance in at least one academic subject, scored 0

for “failing,” 1 for “below average,” 2 for “average,” and 3 for

“above average.”

VIII-2. Special remedial class, scored 0 for “yes” and 1 for “no.”

VIII-3. Repeated grade, scored 0 for “yes” and 1 for “no.”

VIII-4. Other school problems, scored 0 for “yes” and 1 for “no.”

Mean Academic Performance (YSR only)

This does not constitute a profile scale, but is added to scores for Activities and

Social Scales to obtain a Total Competence score.

VII-1. Mean performance in at least three academic subjects, scored 0

for “failing,” 1 for “below average,” 2 for “average,” and 3 for

“above average.”

Competence Profi le


normative sample of nonreferred children. A bar graph appears above each scale

at the level of the T score corresponding to the total score obtained by the child on

that scale. T scores are indicated at the left. Broken lines designate the borderline

clinical range. Scores below the bottom broken line are in the clinical range.

NOTE: Maladaptive behavior is indicated by LOW scores on the Competence

scales and HIGH scores on the Problem scales.


Adaptive Functioning Scales (TRF)

Page 1 displays the child’s standing on Academic Performance and four Adap-

tive Functioning items. The total score, T score, and percentile based on the

nonreferred normative sample are printed for each item and scale. T scores that

are in the clinical range are marked by the letter “C,” while T scores that are in

the borderline range are marked by the letter “B.”

Academic Performance

VII-1. The mean of the teacher’s ratings of the child’s performance in

academic subjects (1.00-5.00; rounded to 2 decimal places).

Adaptive Functioning

Consists of separate scores for each of four adaptive characteristics and a scale

for the sum of the four characteristics (4-28).

VIII-1. How hard the child is working (1-7)

VIII-2. How appropriately he/she is behaving (1-7)

VIII-3. How much he/she is learning (1-7)

VIII-4. How happy he/she is (1-7)

Adaptive Functioning Profi le

The profile shows the score for the Academic Performance Scale under “Aca-

demic Performance,” the scores for the four Adaptive Functioning items under

“Working Hard,” “Behaving Appropriately,” “Learning,” and “Happy,” and

their sum under “SUM OF ITEMS 1,2,3,4.”


normative sample of nonreferred children. A bar graph appears above each

scale at the level of the T score corresponding to the score obtained by the child

on that scale. T scores are indicated at the left.

The borderline clinical range is indicated by broken lines for Academic Perfor-

mance and the sum of the four Adaptive Functioning items. Scores below the

bottom broken line are in the clinical range. No clinical range is indicated for

the four separate Adaptive Functioning items because these are single items.

NOTE: Maladaptive behavior is indicated by LOW scores for Academic and

Adaptive functioning and HIGH scores for Problems.

Syndrome Scales (CBCL, YSR, & TRF)


out by parents or teachers of children referred for mental health services, or by

referred youths. These scales have been given the following descriptive labels


based on the items empirically found to make up each syndrome: Withdrawn,

Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems,

Attention Problems, Delinquent Behavior, and Aggressive Behavior. Second-

order factor analysis has shown that the first three scales form one broad-band

group, while the last two scales form a second. These groups have been labeled

Internalizing and Externalizing, respectively.


page. The number preceding each item is the number it bears on the CBCL,

YSR, or TRF. The wording on the profile is abbreviated; refer to the rating

form for the complete wording of each item. To the left of each problem item

is the score (0, 1, or 2) given the item by the respondent. The total scale score,

T score, and percentile based on nonreferred children are printed above each


T scores that are in the borderline range are marked by the letter “B.”


normative sample of nonreferred children. The black rectangles show the score

obtained by the child on each scale, which can be compared to the T scores on

the left. The broken lines across the profile designate the borderline clinical

range, with problem scores above this range falling into the clinical range.

Additional Syndromes (CBCL & YSR)

On the CBCL, a Sex Problems syndrome was found for boys and girls ages 4-11.

It is displayed to the left of the other CBCL syndrome scales for ages 4-11.

On the YSR, a Self-Destructive/Identity Problems syndrome was found for

boys. It is displayed to the left of the other YSR scales for boys.






Other Problems




Items Not Counted

The Socially Desirable items on the YSR (Items 6, 15, 28, 49, 59, 60, 73, 78,

80, 88, 92, 98, 106, 107, 108, and 109) are not counted toward the Total Prob-

lems score nor do they appear on the printed profile. In addition, because they

did not discriminate significantly between referred and nonreferred children,


Items 2. Allergy and 4. Asthma on the CBCL and YSR are not counted in the

Total Problem score. The scores for these two items are displayed beneath the

Other Problems.

TRF Attention Problems Subscales

The Inattention and Hyperactivity-Impulsivity subscales of the TRF Attention

Problems Scale are displayed at the left side of Page 3.

These subscales were derived by factor analyzing the TRF Attention Problems

items scored for the same large clinical samples from which the syndrome

scales were derived, as reported by Achenbach in Russell Barkely’s ADHD

Report, 1996, 4, #4, 5-9.

The total score for each subscale is displayed beneath the subscale. Beneath

each total score is the percentile for that score in a national normative sample

of nonreferred children of the same gender and age range as the child whose

TRF scores are displayed. Subscale scores that reach the 95th percentile are

high enough to warrant concern.

Profi le Types (CBCL, TRF, YSR)

The lower portion of Page 3 displays data regarding relations between the

child’s pattern of syndrome scores and patterns derived from cluster analyses

of children referred for mental health services. These patterns are designated

as Profile Types. Details of the samples, analytic procedures, profiles, and cor-

relates of the profile patterns are presented in Empirically Based Taxonomy:

How to Use Syndromes and Profile Types Derived from the CBCL/4-18, TRF,

and YSR, by T. M. Achenbach.

The Cross-Informant profile types have counterparts on all three instruments.

These have been designated Withdrawn, Somatic Complaints, Social Prob-

lems, and Delinquent-Aggressive. The names reflect the syndromes on which

the profile type usually has the highest scores.

To the right of the list of Cross-Informant profile types are profile types that

were found for one or more age/sex groups on one instrument only. On the

CBCL, these specific profile types are Social Prob lems-Attention Problems

(ages 12-18 only), Withdrawn-Anxious/Depressed-Aggressive (boys only), and

Delinquent (all age/gender groups). On the TRF the specific profile types are

Attention Problems (all age/sex groups) and Withdrawn-Thought Problems

(ages 5-11 only). On the YSR, the specific profile types are Delinquent (girls

only), Attention Problems-Delinquent-Aggressive (boys only), and Social

Problems (both genders).

To the right of the name for each profile type is displayed the intraclass correla-

tion (ICC) between the child’s clinical T scores on the eight syndrome scales


and the clinical T scores that define each profile type for the child’s age and

gender. If an ICC with a profile type is >.444, “yes” is printed to the right of the

ICC to indicate that the child’s profile pattern significantly (p<.05 one-tailed)

resembles that type. ICCs are not computed if the total problem score is < 30,

because the differences among scale scores would be based on too few items

to yield a meaningful profile pattern.

The bottom of Page 3 displays the child’s clinical T scores for each syndrome

scale. With a mean = 50 and standard deviation = 10 based on clinical samples,

these T scores indicate how each of the child’s syndrome scores compare with

scores obtained by clinically referred children of the child’s age and gender.


range for which the instrument was normed or there are more than 8 missing


plotted. (NOTE that items 2 and 4 on the CBCL and YSR, items 56h and 113

on the CBCL and TRF, items 56a-56h on the TRF, and socially desirable items

on the YSR are not included in the count of missing items.)

85

The Young Adult module normally produces three pages of output for each

YASR and two pages of output for each YABCL. If you did not enter Adaptive

Functioning data, only two pages will be printed for the YASR. Each rating

form is scored on the profile corresponding to the young adult’s gender.

Refer to the Manual for the Young Adult Self-Report and Young Adult Behavior

Checklist by T. M. Achenbach for details of each profile.

YASR Adaptive Functioning Scales

Page 1 of the YASR profile displays the young adult’s standing on the Adap-

tive Functioning scales. The total score, T score, and percentile based on the

relevant normative sample is printed above each scale. T scores that are in the

clinical range are marked by the letter “C,” while T scores that are in the bor-

derline clinical range are marked by the letter “B.”

Friends Scale

Composed of four scores, one ranging from 0 to 3 and three ranging from 0 to

2, summed to yield a total of 0 to 9 points.

Education Scale

Composed of five scores originally ranging from 0 to 2. When combined for

scoring, two negatively worded items are weighted negatively, producing three

scores ranging from 0 to 2 and two from -2 to 0, to yield a total of -4 to +6

points.

Job Scale

Composed of seven scores originally ranging from 0 to 2. When combined

for scoring, four negatively worded items are weighted negatively, producing

three scores ranging from 0 to 2 and four from -2 to 0, to yield a total of -8 to

+6 points.

Family Scale

Composed of three scores ranging from 0 to 2. The items for which the respon-

dent obtained scores are averaged to obtain a mean of 0 to 2 points.

YASR & YABCL

Profi les20

YASR & YABCL Profi les86

Spouse Scale

Composed of seven scores originally ranging from 0 to 2. When combined

for scoring, three negatively worded items are weighted negatively, producing

four scores ranging from 0 to 2 and three from -2 to 0, to yield a total of -6 to

+8 points.

Mean Adaptive T

The mean of the T scores for all preceding scales on which the young adult

obtained a complete set of scores. Scales with missing values are omitted from

this computation.

YASR Adaptive Functioning Profi le

Page 1 shows the scores obtained by the young adult on each item and the sum

or mean of the scores for each scale.

NOTE: If a value is missing for an item on the Friends, Education, Job, or

Spouse scale, a total score is not calculated for that scale, and the scale is

excluded from the calculation for Mean Adaptive T.

The graphic display on the top half of Page 1 compares the respondent to a

normative sample of nonreferred young adults. A black rectangle appears on

the graph above each scale at the level of the T score for that scale. T scores

are indicated at the left. Broken lines designate the borderline clinical range.

Scores below the bottom broken line are in the clinical range.

NOTE: Maladaptive behavior is indicated by LOW scores on the Adaptive

Functioning scales.

YASR & YABCL Syndrome Scales & Profi les

Page 2 of the YASR profile and Page 1 of the YABCL profile display syndrome

scales derived from analyses of YASRs and YABCLs filled out for young

adults referred for mental health services or scoring at or above the median

of the national sample. These syndrome scales have been given the follow-

ing descriptive labels based on the items empirically found to make up each

syndrome: Anxious/Depressed, Withdrawn, Somatic Complaints, Thought

Problems, Attention Problems, Intrusive, Aggressive Behavior, and Delinquent

Behavior. Second-order factor analysis has shown that the two left-hand scales

form one broad-band group, while the three right-hand scales form a second.

These groups are labeled Internalizing and Externalizing, respectively.


page. The number preceding each item is the number it bears on the YASR or

YABCL. The item description on the profile is abbreviated; refer to the form

for the complete wording of each item. To the left of each problem item is the

YASR & YABCL Profiles 87

score (0, 1, or 2) reported by the respondent. The total scale score, T score,

and percentile based on the relevant normative sample are printed above each


T scores that are in the borderline clinical range are marked by the letter “B.”

The graphic display compares the young adult to the normative samples of

nonreferred young adults. Black rectangles show the score obtained on each

scale, which can be compared to the T scores on the left. The broken lines

across the profile designate the borderline clinical range. Problem scores

above the top broken line are in the clinical range.

NOTE: Maladaptive behavior is indicated by HIGH scores on the Problem

scales.


Page 3 of the YASR profile and Page 2 of the YABCL profile display total

scores, T scores, and percentiles for Internalizing, Externalizing, and Total

Problems. T scores that are in the clinical range are marked by the letter “C.” T

scores that are in the borderline clinical range are marked by the letter “B.”

Other Problems

This same page lists Other Problem items that were not strongly associated with

any of the syndrome scales. These items are included in the Total Problems score.

Items Not Counted

The Socially Desirable items that are interspersed with the problem items on

the YASR and YABCL are not counted toward the Total Problems score nor do

they appear on the printed profile.

NOTE: A warning will be printed on the profile if the young adult’s age is out

of the range for which the instrument was designed or there are more than 8

missing problem items. If there are more than 20 missing problem items, no

scores will be calculated or plotted.

YASR Substance Use Scales & Profi le

Tobacco

Number of times per day the respondent reported using tobacco in the preced-

ing 6 months.

NOTE: Scores >55 for Tobacco are treated as missing because they exceed the

maximum found in the normative and clinical samples.

YASR & YABCL Profi les88

Alcohol

Number of days the respondent reported being drunk in the preceding 6

months.

Drugs

Number of days the respondent reported using drugs in the preceding 6 months.

NOTE: Scores >182 for Alcohol or Drugs are treated as missing because they

exceed the 182 days in the 6-month reference period.

Mean Substance Use T

The mean of the T scores for the Tobacco, Alcohol, and Drugs scales (all 3

must be scored for the Mean Substance Use T to be scored).

The profile shows the scores obtained by the respondent on each item and

the mean of the scores for each scale, with T scores at the right. Broken lines

designate the borderline clinical range. Scores above the top broken line are in

the clinical range. Black rectangles appear on the graph above each scale at the

level of the T score corresponding to the score on that scale.

NOTE: HIGH scores indicate HIGH substance use.

89

The pre-2000 Preschool module prints two pages for each form type.

Refer to the Manual for the Child Behavior Checklist/2-3 and the Guide for the

Caregiver-Teacher Report Form for Ages 2-5 by T. M. Achenbach for details

of the scales.

Syndrome Scales


out by parents, preschool teachers, or caregivers. These syndrome scales have

been given descriptive labels based on the items empirically found to make

up each syndrome. Second-order factor analysis has shown that the leftmost

syndromes form one broad-band group, while the rightmost syndromes form

a second. These groups have been labeled Internalizing and Externalizing,

respectively.


page. The number preceding each item is the number it bears on the form. The

wording on the profile is abbreviated; refer to the form for the complete word-

ing of each item. To the left of each problem item is the score (0, 1, or 2) given

the item by the respondent. The total scale score, T score, and percentile based

on the relevant normative sample are printed above each scale. T scores that

are in the clinical range are marked by the letter “C,” while T scores that are in

the borderline range are marked by the letter “B.”


normative sample of children. The black rectangles show the score obtained by

the child on each scale, which can be compared to the T scores on the left. The

broken lines across the profile designate the borderline clinical range. Problem

scores above the top broken line are in the clinical range.




by the letter “C,” while T scores that are in the borderline range are marked by

the letter “B.”

CBCL/2-3 &

C-TRF/2-5 Profi les

21

CBCL/2-3 & C-TRF/2-5 Profiles90

Other Problems





range for which the instrument was normed or there are more than 8 missing


plotted. (NOTE: Item 100 is not included in the count of missing items.)

91

If you requested a Cross-Informant report, a four-page report is produced for

each set of up to eight rating forms. All forms included in a Cross-Informant

group must belong to the same data version (Data version = 2001).

Rating Form Information

The top of page 1 displays information about the child and the date on which

the cross-informant comparison was made. Below this information is a list-

ing of each rating form that is being compared, the age of the child when the

comparison was made, and information about the informant who completed

the rating form. Forms are designated as CBC, TRF, and YSR. The number

following this designation is used to indicate a particular rating form in all the

subsequent cross-informant displays. For example, CBC1 always indicates the

first CBCL that is listed at the top left side of the first page of the Cross-Infor-

mant report.

Common Items

Scores for the problem items that appear on all three instruments (CBCL, TRF,

and YSR) are displayed beneath the information section on page 1. The form

abbreviations are used as column headings for responses given to these items

by the informants included in the comparison. Missing data are indicated by a

dash (–).

Q Correlations Between Item Scores

Page 2 displays Q correlations between item scores for pairs of informants.

To help users evaluate the relative size of the Q correlations, under the head-

ing “Reference Group” are printed the 25th percentile, the mean, and the 75th

percentile values for Q correlations in large reference groups. If the obtained Q

correlation between two informants is below the 25th percentile, the text reports

cross-informant agreement as “Below average.” If the Q correlation is above

the 75th percentile, the report is “Above average” agreement. Otherwise the

agreement is reported as “Average.”

NOTE: There is no reference sample for comparisons between two YSRs.

22 Cross-Informant

Report for

2001 School-Age Forms

Cross-Informant Report for 2001 School-Age Forms92

T Scores for Syndrome Scales

Page 3 displays bar graphs and T scores for the syndrome scale scores obtained

from ratings by each informant. The bar graphs make it easy to compare syn-

drome scale T scores from the different informants.

T Scores for Internalizing, Externalizing, Total Problems

Page 4 displays bar graphs and T scores for Internalizing, Externalizing, and

Total Problems scores obtained from ratings by each informant.

DSM-Oriented Scales

If the setting for DSM-Oriented Profiles & Reports is selected for your user’s

options, the two-page DSM-oriented Cross-Informant report will be produced

for each set of up to eight rating forms.

The top of Page 1 displays information similar to the information described

previously for the Cross-Informant comparison of syndrome scales.

Scores for problem items are displayed on Page 1 for each of the six DSM-ori-

ented scales. Only the items of each scale that have counterparts on the CBCL,

TRF, and YSR are listed. The form abbreviations are used as column headings

for responses given to these items by the informants included in the compari-

son. Missing data are indicated by a dash (–).

T Scores for DSM-Oriented Scales

Page 2 displays bar graphs and T scores for the DSM-oriented scale scores

obtained from ratings by each informant. The bar graphs make it easy to com-

pare DSM-oriented scale scores from the different informants.

93





The top of Page 1 displays information about the child and the date on which

the cross-informant comparisons were made. Below this information is a list-

ing of each rating form that is being compared, the age of the child when the


the form. Forms are designated as C15 for CBCL/1½-5 and T15 for C-TRF/

1½-5. The number following this designation is used to indicate a particular

rating form in all the subsequent cross-informant displays. For example, C151

always indicates the first CBCL/1½-5 that is listed at the top left side of Page

1 of the Cross-Informant report.

Problem Items

Scores for problem items are displayed on Page 1. For the six syndromes that

are common to the CBCL and C-TRF, and for the Other Problems, only the

items that have counterparts on both forms are listed. The form abbreviations

are used as column headings for responses given to these items by the infor-

mants included in the comparison. Missing data are indicated by a dash (–).



To help users evaluate the relative size of the Q correlations, under the heading

“Reference Group” are printed the 25th percentile, the mean, and the 75th per-

centile values for Q correlations in reference groups described in the Manual

for the ASEBA Preschool Forms & Profiles. If the obtained Q correlation

between two informants is below the 25th percentile, the text reports cross-

informant agreement as “Below average.” If the Q correlation is above the 75th

percentile, the report is “Above average” agreement. Otherwise the agreement

is reported as “Average.”

23 Cross-Informant

Report for 2000

Preschool Forms

Cross-informant Report for 2000 Preschool Forms94




drome scale scores from the different informants.

T scores for Internalizing, Externalizing, Total Problems



DSM-Oriented Scales





previously for the Cross-Informant report of syndrome scales.

Scores for problem items are displayed on Page 1 for each of the five DSM-

oriented scales. Only the items of each scale that have counterparts on both the

CBCL/1½-5 and C-TRF are listed. The form abbreviations are used as column

headings for responses given to these items by the informants included in the

comparison. Missing data are indicated by a dash (–).





95





The top of page 1 displays information about the adult and the date on which


ing of each rating form that is being compared, the age of the adult when the


the form. Forms are designated as ASR and ABC. The number following this

designation is used to indicate a particular form in all the subsequent cross-

informant displays. For example, ASR1 indicates the first ASR that is listed at

the top left side of the first page of the Cross-Informant report.

Common Items

Scores for the 115 problem items that appear on both instruments are displayed

beneath the information section on page 1 and on page 2. The form abbrevia-

tions are used as column headings for responses given to these items by the

informants included in the comparison. Missing data are indicated by a dash

(–).





percentile values for Q correlations in large reference groups described in the

Manual. If the obtained Q correlation between two informants is below the 25th

percentile, the text reports cross-informant agreement as “Below average.” If

the Q correlation is above the 75th percentile, the report is “Above average”

agreement. Otherwise the agreement is reported as “Average.”

24 Cross-Informant

Report for

ASR & ABCL Forms

Cross-Informant Report for ASR & ABCL Forms96

NOTE: There are no reference samples for comparisons between two ASRs

or two ABCs.





T Scores for Internalizing, Externalizing, Total Problems, Critical

Items

Page 4 displays bar graphs and T scores for Internalizing, Externalizing, Total

Problems, and Critical Items scores obtained from ratings by each informant.

DSM-Oriented Scales





previously for the Cross-Informant comparison of syndrome scales.

Scores for problem items are displayed on Page 1 for each of the six DSM-

oriented scales. Only the items of each scale that have counterparts on both

instruments are listed. The form abbreviations are used as column headings for

responses given to these items by the informants included in the comparison.

Missing data are indicated by a dash (–).





97

If you requested a Cross-Informant report, a four page-report is produced for




The top of page 1 displays information about the child and the date on which


ing of each form that is being compared, the age of the child when the compari-

son was made, and information about the informant who completed the form.

Forms are designated as CBC, TRF, and YSR. The number following this

designation is used to indicate the particular form in all the subsequent cross-

informant displays. For example, CBC1 always indicates the first CBCL that is

listed at the top left side of the first page of the Cross-Informant Comparison.

Common Items

Scores for the problem items that appear on all three instruments are displayed

beneath the information section on page 1. The form abbreviations are used as

column headings for responses given to these items by the informants included

in the comparison. Missing data are indicated by a dash (–).






Integrative Guide. If the obtained Q correlation between two informants is

below the 25th percentile, the text reports cross-informant agreement as “Below

average.” If the Q correlation is above the 75th percentile, the report is “Above

average” agreement. Otherwise the agreement is reported as “Average.”

NOTE: There is no reference sample for comparisons between two YSRs.

Cross-Informant

Report for 1991

School-Age Forms

25

Cross-Informant Report for 1991 School-Age Forms98








99

If you requested a Cross-Informant report, a four page-report is produced for




The top of page 1 displays information about the young adult and the date on

which the cross-informant comparisons were made. Below this information

is a listing of each rating form that is being compared, the age of the young

adult when the comparison was made, and information about the informant

who completed the form. Forms are designated as YAS and YAB. The number

following this designation is used to indicate a particular form in all the subse-

quent cross-informant displays. For example, YAS1 indicates the first YASR

that is listed at the top left side of the first page of the Cross-Informant report.

Common Items

Scores for the problem items that appear on both instruments are displayed

beneath the information section on page 1 and on page 2. The form abbrevia-

tions are used as column headings for responses given to these items by the

informants included in the comparison. Missing data are indicated by a dash

(–).






Manual. If the obtained Q correlation between two informants is below the 25th

percentile, the text reports cross-informant agreement as “Below average.” If

the Q correlation is above the 75th percentile, the report is “Above average”

agreement. Otherwise the agreement is reported as “Average.”

26 Cross-Informant

Report for

YASR & YABCL Forms

Cross-Informant Report for YASR & YABCL Forms100

NOTE: There is no reference sample for comparisons between two YASRs.








101

Power Tools has been designed to assist you with the most advanced functions

available in ADM. Enhanced selection criteria allow you to easily define a set

of ADM data for catalog management and data sharing with statisticians and

other ADM facilities. You can create profiles, narratives, and cross-informant

reports for a selected group of forms. Using Power Tools, you can also rede-

fine list code assignments.

Tool List

The Power Tools functions are displayed in a selectable Tool List. Each func-

tion involves a series of screens. The Next and Back buttons move you to the

next and previous screens in the series of screens used for your current task.

You can cancel a function at any time from any screen in the series by clicking

the Exit button.

Each Power Tools function acts on a set of criteria that you select to identify

the group of data in ADM that you wish to target for the Power Tools function

you want to run. The criteria you select for some functions can be applied to

other Power Tools functions. This feature can simplify complex tasks.

Data Sharing Tools

Create ADM Data Transfer FilesYou can share ASEBA forms entered at one facility with another ADM site.

Forms are selected for transfer based on selection criteria you enter. The data

to be transferred will be placed into a single compressed (.zip) file that can be

imported into any ADM system, version 2.0 and later. The compressed file can

be placed on a diskette or attached to an e-mail.

NOTE: Forms cannot be transferred from ADM for import into Web-Link, our

Internet entry program.

Export Data for AnalysisYou can export ADM data in a variety of formats to import into your statisti-

cal analysis software. You can export raw data, profile scores, or both. See

the ADM Manual, Appendix B and Appendix C for a detailed explanation of

exported data file formats.

27 Power Tools

Power Tools102

Catalog Management Tools

Remove IndividualsThis tool allows you to maintain a viable database of children and adults. You

can select a single person or groups of individuals to be permanently deleted

from the Catalog. All forms for the selected individuals will be automatically

deleted.

Remove FormsSelect one or more forms to be permanently removed from the Catalog. The

persons for whom the forms were entered will not be deleted from the Catalog

when this utility is implemented.

Report Catalog ContentsView the contents of the ADM Catalog based on your set of criteria.

No Forms in Catalog CheckboxYou can locate all individuals in your ADM Catalog for whom no forms

have been entered or whose forms have been deleted. Check this box to limit

selection criteria to those individuals only. By default this box is not checked,

allowing all individuals and forms in ADM to be evaluated using your selec-

tion criteria.

List Codes Tool

Reassign List CodesMany items are entered into ADM by selecting values from lists provided with

ADM or lists created by users of your ADM system. Each category descrip-

tion in a list has a unique list code. This utility allows you to merge one list

code and category description into another list code and category description.

All forms using the original code are updated with the new code.

Data Processing Tool

Score Rating FormsSelect a group of forms to score. Produce profiles, narratives, and cross-infor-

mant reports to view, print, and save to files.

What is a Criteria Set?

A criteria set is a collection of values for designated ADM data items such as

the type of form, a range of ages or dates, particular agencies or clinicians, and

so forth. You can choose the individuals and accompanying forms to include

in your current Power Tools task by selecting the combination of criteria that

are relevant.

Power Tools 103

Criteria sets are created to narrow the scope of your selections. Only those

forms or individuals that use at least one selected value or item from each

selected criterion will be included in the resulting data set. Forms and individ-

uals that meet some but not all selected criteria will be excluded. For example,

if you selected Agency code = 25 and Form Type = CBC, only those CBC’s

with an Agency code 25 will be included in the data set. Other form types

with Agency code 25 will not be included nor will other CBC’s with different

Agency codes.

NOTE: It is not necessary to create a set of criteria. If you make no criteria

selections, all forms and individuals in the Catalog will be included. Simply

click the Next button on the Selection Criteria screen to include all forms

and individuals.

When you complete the current Power Tools task and then return to the Tool

List screen to select another task, your current set of criteria selections will

be retained unless you just removed individuals or forms. You can reuse the

criteria set for another Power Tools task, modify the criteria set, or create a

new set. Your criteria set is not saved after you exit Power Tools.

A description of all buttons on the Selection Criteria screen as well as com-

plete instructions for creating criteria sets are included later in this chapter.

Create ADM Data Transfer Files

You can copy data from your ADM Catalog to another ADM system. Trans-

ferred data includes forms and information about the persons for whom the

forms were entered. You cannot transfer information about an individual if

no forms have been entered for that person.

Data are transferred in ADM using .zip files. These files are compatible with

the PkZip and WinZip programs. An Iomega Zip drive is not required to

transfer ADM data.

To select data for transfer, choose either Tools → ADM Data Transfer or

Tools → Power Tools from the main menu bar. Power Tools opens the Tool

List screen. Select Create ADM data transfer files. Click the Next button to

proceed to the next step.

Destination Folder & Transfer File Name Screen

Data you select for transfer are stored in a file on your network or local work-

station in a location that you designate.

Select Data Transfer FolderThe Data Transfer Folder is the location where your transfer file will be cre-

Power Tools104

ated and stored. By default the file will be created in the ADM\Export folder

within your ADM installation.

Refer to Chapter 26, ADM Data Transfer, for complete information about how

to import downloaded Web-Link data or transferred data you have received

from another ADM facility.

The displayed path for the Data Transfer folder is either the ADM default

folder or the folder you designated in your last session for Data Transfer.

You can change the path\folder by clicking the Browse button and selecting a

drive and path\folder from the Windows Select Directory dialog.

NOTE: Transfer folder path names (including the ADM installation path)

may not contain:

1) folder names longer than 8 characters

2) blank spaces

Transfer File NameThe name for the transfer file is entered here. A file with this name will be

created in the Data Transfer Folder. Do not enter an extension. ADM auto-

matically creates the file with the extension “.zip”. Transfer file names must

not be longer than 8 characters and must not contain blank spaces.

If a file exists with the entered file name, you will be warned. You can over-

write this file or choose another file name. You cannot append to the existing

file.

Next buttonClick the button to move to the next screen to create your criteria set.

Selection Criteria Screen

On the Selection Criteria screen, create the criteria set you want to use to

locate those forms and individuals to be included in Data Transfer. Complete

instructions for selecting criteria are included later in this chapter.

Criteria Summary & Report buttonAfter you create your criteria set, click this button to produce a report of all

your criteria and all the individuals and forms that match the criteria. This

report can be viewed on the screen and printed. You can modify your criteria

selections until the resultant data set meets your requirements. Review the

report as often as necessary.

Next buttonClick the button to move to the final screen for this task.

Power Tools 105

Create ADM Data Transfer Files Screen

A statement displayed above the Status box reminds you of the total number

of individuals and forms that will be included for Data Transfer. When you

are ready to complete this task, click the Transfer Data button to create the

transfer file.

You can return to the Tool List screen to do another Data Transfer or to select

another task. Your set of criteria can be used again or can be modified for the

next task.

Export Data for Analysis

You can export ADM data in a variety of formats for statisical analyses. You

can export raw unscored data, profile scores, or both. See the ADM Manual,

Appendix B for a detailed explanation of exported data file formats. Exporting

data does not remove individuals or forms from the ADM Catalog. They will

remain available as before for all ADM functions.

Destination Folder & Export File Name Screen

Data you select for export are stored in a file on your network or local worksta-

tion in a location that you designate.

Select Data Export FolderThe Data Export Folder is the location where your export file(s) will be created

and stored. By default the file(s) will be created in the ADM\Export folder

within your ADM installation.

The displayed path for the Export folder is either the ADM default folder or the

folder you designated in your last session for Export Data. You can change the

path\folder by clicking the Browse button and selecting a drive and path\folder

from the Windows Select Directory dialog.

Raw unscored data and scored data will be exported into separate fi les. Select

the data type(s) you want to export by entering an export fi le name in the box

provided. Data cannot be appended to an existing fi le.

IMPORTANT

File names you enter should not contain a fi le extension. File extensions will

be automatically generated based on the Export File Format that you select.

Raw Data File NameIf you want to export unscored item-level data, enter the name of the fi le to

store the raw exported data.

Power Tools106

Scored Data File NameIf you want to export scored profi le-level data, enter the name of the fi le to

store the scored exported data.

Export File FormatThe Export File Format list allows you to select the output fi le type. The output

fi le(s) that are generated will be created in the output format that is selected

from the following list of formats:

FoxPro, dBase (.dbf)

FoxBase+ (for Macintosh) (.dbf)

Excel 5.0 (.xl5)

Excel (.xls)

Lotus 1-2-3 1a (.wks)

Lotus 1-2-3 2.x (.wk1)

Lotus Symphony 1.0 (.wrk)

Lotus Symphony 1.1 or 1.2 (.wr1)

Multiplan 4.01 (.mod)

Comma delimited (.txt)

Visicalc DIF (.dif)

SDF (System Data Format) (.sdf) {NOTE: fi xed width format}

SYLK (Symbolic Link) (.sylk)

CSV (Comma Separated Value File) (.csv)

NOTE: If you select “Comma delimited” or “CSV (Comma Separated Value

File)”, any commas which occur in the ID variable, name variables, and Eval

ID variable will be deleted in the resulting exported fi les.

Restrictions on Exporting Data

Export restrictions are optional and are designed to aid you in selecting your

criteria for export and to create a data set for analysis that may be better for-

matted for your statistical purposes. Appendix B provides a key to the output

fi elds used for all exported data. Because exported information varies among

form types, output fi elds may align differently from form type to form type. If

you export multiple form types in a single export session, an individual output

fi eld could hold a variety of data. You must account for this variability when

evaluating the data in your statistical analyses.

When Export Restrictions are used, each output fi eld has a single defi nition

because the guided criteria selection is limited to create a defi ned subset of data

for a single form type.

The Apply Restrictions checkbox controls Export Restrictions. When Export

Restrictions are enforced, many criteria buttons on the Selection Criteria

screen are disabled until you select the form type you want to export.

Power Tools 107

The restrictions listed below describe the special conditions that Export

Restrictions control. Only those form types designated in conditions #2, #3,

and #4 below are affected by restrictions. No restrictions apply to other form

types.

1) Only one form type and one data version may be exported at a time.

2) CBCL/4-18, 1991 norms (Form Version = 0699, Data Version =

1991)

Data for children aged 4-11 must be exported separately from data for

children aged 12-18.

3) YSR, 1991 norms (Form Version = 0699, Data Version = 1991)

Data for boys must be exported separately from data for girls.

4) SCICA, 2001 norms (Form Version = 2001, Data Version = 2001)

Data for children aged 6-11 must be exported separately from data for

children aged 12-18.

Apply Restrictions CheckboxYou can turn Export Restrictions on and off by checking and unchecking this

box. When Export Restrictions are turned off, all criteria buttons on the Selec-

tion Criteria screen are enabled.

Next buttonClick the button to move to the next screen to create your criteria set.



locate those forms and individuals to be included in the export. Complete








Export Data for Analysis Screen

A statement displayed above the Status box reminds you of the total number of

individuals and forms that will be included for Export. When you are ready to

complete this task, click the Export button to create the file(s) containing raw

or scored data.

Power Tools108

You can return to the Tool List screen to do another Export or to select another

task. Your set of criteria can be used again or can be modified for the next

task.

Remove Individuals, Remove Forms

From within the ADM Catalog, forms and individuals can be selected one at a

time for deletion. Using Power Tools, you can select groups of individuals or

forms to be deleted based on your criteria set.

When removing forms, the individuals for whom the forms were entered will

not be deleted from the Catalog when this utility is implemented.

After you remove forms or individuals, we recommend that you run Mainte-

nance → Catalog Maintenance to refresh your databases.

IMPORTANT

Removing individuals and forms is considered to be permanent. Use care

when creating your criteria set and always review the Criteria Report before

completing the deletion function.

Each time you choose to remove individuals or forms, ADM automatically

attempts to create a backup file (a Data Transfer .zip file) containing the

forms and individuals that match your selection criteria. There are conditions

when this backup cannot be created. These files are stored in the folder ADM\

PT_BACK. File names are generated by ADM. If you wrongly deleted forms

or individuals you may be able to restore them through Data Transfer Import

using your backup file (see Chapter 26, ADM Data Transfer).

Next buttonClick the button and move to the next screen to create your criteria set.


On the Selection Criteria screen, create the criteria set you want to use to locate

those forms and individuals to be permanently deleted. Complete instructions

for selecting criteria are included later in this chapter.

Criteria Summary & Report buttonAfter you create your criteria set, click this button to produce a report of all your

criteria and all the individuals and forms that match the criteria. This report can

be viewed on the screen and printed. You can modify your criteria selections

until the resultant data set meets your requirements. Review the report as often

as necessary.


Power Tools 109

Remove Individuals Screen or Remove Forms Screen

A statement displayed above the Status box reminds you of the total number

of individuals and forms that will be deleted. When you are ready to complete

this task, click the Delete button to permanently remove the selected forms

and/or individuals.

You can return to the Tool List screen to select another task.

NOTE: Criteria sets used for individual and form removal are not retained

for reuse with another Power Tools function. You must create a new criteria

set for your next task.

Reassign List Codes

Some ADM information is entered by making a selection from a list. Each

category description in a list has a corresponding code. List descriptions

and codes are created in different ways. Some list descriptions and codes are

provided with ADM and are “reserved”. Others can be created by ADM users

(see File → Setup → Main → Lists & User-Defined Fields). Data imported

from ADM Data Transfer files or downloaded from Web-Link can have differ-

ent descriptions and codes that you can choose to add to your facility’s lists.

You may wish to change the list description and code used by a set of forms

or individuals, or to consolidate a group of forms using multiple descriptions

and codes to a single description and code. Other descriptions and codes may

be in use at ADM facilities from where you have received ADM Data Transfer

files or from downloaded Web-Link forms where descriptions and codes do

not match those defined in your ADM for the same purpose.

IMPORTANT

CONSIDER LIST CODE REASSIGNMENT TO BE PERMANENT.

YOU CANNOT UNDO A CONVERSION.

You can try to reverse a conversion but you may not be able to identify all the

forms found by the original criteria set because reassignment changed criteria

relationships.



locate those forms and individuals with list codes to be reassigned. Complete




Power Tools110




Next buttonClick the button to move to the Reassign List Codes screen.

Reassign List Codes Screen

When list codes are reassigned, all ADM forms identified by your criteria set

that used the original list code and description are updated with another code

and description of your choice. List Code Reassignment does not alter the

contents of your lists.

To reassign codes follow the examples below.

Your Agency list contains:

Description Code

Mountain Mental Health Clinic 20

Mountain MHC 30

Bayside Children’s Center 75

Western Care Clinic 45

Urban Care Centers 25

1) You want forms using code=30 (Mountain MHC) to use code=20 (Moun-

tain Mental Health Clinic).

Step 1:

Select Agency from the Select List dropdown box.

Step 2:

In the Item to Convert table, highlight code 30, Mountain MHC.

Step 3:

In the Convert to Item table, highlight code 20, Mountain Mental

Health Clinic.

Step 4:

In the Description display box below the two tables, review the

description of the conversion about to take place. If the conversion

statement is correct, continue to the next step. Otherwise, modify

your selections in the tables.

Step 5:

Click the Analyze button for a count of individuals and forms in

your criteria set that will be included in the conversion.

Step 6:

Click the Reassign Codes button to complete the conversion.

2) You want forms using code=75 or code=45 (Bayside Children’s Center,

Western Care Clinic) to use code=25 (Urban Care Centers).

NOTE: Only one conversion can occur at a time.

Power Tools 111

Step 1:

Follow steps 1 to 6 above to convert code 75, Bayside Children’s

Center to code 25, Urban Care Centers.

Step 2:

Follow steps 1 to 6 above to convert code 45, Western Care Clinic to

code 25, Urban Care Centers.

Refresh Lists buttonLists are maintained and modified in File → Setup → Main → Lists & User-

Defined Fields. You can add list items while you are preparing for List Code

Reassignment in Power Tools. Click this button to update your displayed list

tables on the Reassign List Codes screen.

Score Rating Forms

You can select a group of forms from a single person or from multiple individ-

uals to create profiles and narratives. Cross-informant reports can be created

for a single individual if the selected forms result in a valid cross-informant

group (see below).

You can preview all scored output on your screen, print your output, or save

output to files that can be e-mailed and viewed using Adobe Acrobat Reader.



locate those forms you intend to score. If you want a cross-informant report,

select a single person and use the Data Version criterion to be sure to create a

valid cross-informant group. Complete instructions for selecting criteria are

included later in this chapter. Click the Next button to open the Score Rating

Forms screen.

Score Rating Forms Screen

On the Score Rating Forms screen, information is displayed about each of

the forms that match your criteria set. You can score one or more forms at a

time. You can select those forms that will make a valid cross-informant group

(see below). Select multiple forms individually by holding down the CTRL

key while clicking on the forms to be scored. You can select a contiguous set

of forms by holding down the SHIFT key and clicking on the first and last

forms to be included. You can continue to select forms and score until you are

finished. Scored forms are marked by an “S” in the leftmost column of the

display area.

If you want a Cross-Informant Report, select at least two forms and no more

than eight forms. Valid Cross-Informant groups are as follows:

Power Tools112



CBCL/1.5-5, C-TRF/1.5-5

YASR, YABCL

ASR, ABCL

Sort by name; Sort by ID

Order your displayed list of forms by last name or by ID. The initial order is

by last name.

Select All button

Select all forms to be included in a scoring session.

Unselect All button

Remove the highlight from all selected forms.

Score button

A progress screen appears and then the Score Options screen is displayed.

Select the output you want and the destination for the output (see Chapter 13

for scoring instructions). When the Score Options screen is closed, the Score

Rating Forms screen is displayed again.

Creating a Criteria Set

A criteria set is a collection of values for designated ADM data items such as

the type of form, a range of ages or dates, particular agencies or clinicians, and

so forth. You can choose the individuals and accompanying forms to include

in your current Power Tools task by selecting the combination of criteria that

are relevant.

Criteria sets are created to narrow the scope of your selections. Only those

forms or individuals that use at least one selected value or item from each

selected criterion will be included in the resulting data set. Forms and individ-

uals that meet some but not all selected criteria will be excluded. For example,

if you selected Agency code = 25 and Form Type = CBC, only those CBC’s

with an Agency code 25 will be included in the data set. Other form types

with Agency code 25 will not be included nor will other CBC’s with different

Agency codes.

There is a limit to the number of combinations of criteria that can be handled

in a set of criteria. Before creating a criteria set, carefully evaluate the informa-

tion you want to locate. Try to identify an effi cient, conservative set of criteria.

For example, to remove all individuals who were added to the Catalog in 2001,

consider using the Entry Date range criterion rather than individually selecting

all ID’s from that time period.

Power Tools 113

NOTE: It is not necessary to create a set of criteria. If you make no criteria

selections, all forms and individuals in the Catalog will be included. Simply

click the Next button on the Selection Criteria screen to include all forms and

individuals.

When you complete the current Power Tools task and then return to the Tool

List screen to select another task, your current set of criteria selections will be

retained unless you just removed individuals or forms. You can reuse the cri-

teria set for another Power Tools task, modify the criteria set, or create a new

set. Your criteria set is not saved after you exit Power Tools.

Selection Criteria Screen & Criteria Buttons

Power Tools criteria are arranged in six groups of related buttons on the

Selection Criteria screen. Most button labels describe a type of information

entered from paper rating forms, scanforms, or downloaded Web-Link data.

Some button labels describe information created by ADM. When you click on

a criterion button, the Selection Table screen displays all values that exist in

the ADM Catalog for that data category.

You can select one or more values from each displayed list to add to your cus-

tomized criteria set. If you want to include all values for a data category, skip

the criterion button, click the corresponding button and select “All” from the

displayed list, or click the Clear button on the Selection Table screen. Power

Tools will then include all available values for that item in your criteria set.

After you make one or more selections in a criterion button, the color of the

label on the button changes to help you quickly identify which parameters you

have included in your criteria set.

NOTE: If you are exporting data for analysis and you have applied the Export

Restrictions, some buttons are disabled until you make selections for specific

criteria designated in the list of restrictions.

Criteria Summary & Report buttonAfter you have finished making selections for your criteria set, click the Cri-

teria & Summary Report button. A report preview window will display a

summary of all of the selections in the criteria set followed by the individu-

als and forms in the ADM Catalog that conform to all criteria in the set. This

report can be printed.

Clear all Criteria buttonRemove all criteria selections from all buttons.

Power Tools114

Selection Table Windows

Each table contains a column of selection checkboxes and a Description

column which displays all possible values for the criterion. If codes are asso-

ciated with the items in the Description column, these are displayed in the

Code column. If a range of values was designated on the Low to High Range

Indicator window (see below), items that fall within the range are pre-selected

when this window first opens.

At the top of each Description list there may be additional selections:

ALL, BOTH -- includes all selections in the selection table

MISSING -- Power Tools will locate all forms that do not have a value for this

criterion, e.g., all forms that do not have an Agency entered.

To make a selection, click in the checkbox in the Selected column. Click in the

checkbox again to remove the selection. You can select one or more items. To

select a range of values, click in the selection checkbox for the first value. Hold

down the SHIFT key and click in the selection checkbox for the last value.

All values in the range will be automatically selected. You can select multiple

groups of value ranges as well as individual items.

Click the Done button to add your selections to your criteria set. To remove

your selections, click the Clear button.

Find button and Find box

To quickly locate a description in a large table, enter the information you are

seeking in the Find box and click the Find button.

Done button

Add these selections to your criteria set and return to the Power Tools Selec-

tion Criteria screen.

Clear button

Remove checkmarks from all checkboxes in the Selected column.

Use Ranges button

This button appears on this screen only for criteria buttons that utilize the Low

to High Range Indicator window. Click this button to open the Range Indica-

tor window.

Low to High Range Indicator Windows

Range Indicator windows offer two levels of selection, a simple range and an

advanced feature for numeric ID’s that allows you to make more precise selec-

tions. The Advanced button opens a Selection Table window that functions as

described above.

Power Tools 115

The Range Indicator window is used for Age and Date criterion buttons. It

also available from the ID criterion button when your ADM ID system uses

only numbers.

You can define a range of values to add to your criteria set. Enter the low and

high endpoints for the range you desire. For dates use the format MM/DD/YY

or MM/DD/YYYY. If you want to narrow down your selection search within

the given range, or you want ot make more selections outside the range, click

the Advanced button to open the Selection Table window to display the list

of all possible values. Those values that are included in the range will be auto-

matically selected.

Criteria Button Groups

Criteria buttons are arranged in six groups of related entry or information

items. Each button opens a popup window that displays a Selection Table

window or a Low to High Range Indicator window.

Person Information Buttons

These criteria correspond to information entered on the Identification page of

the ADM Catalog.

ID

If your ADM ID system uses only numbers, this button opens a Low to High

Range Indicator window. To create a continuous range of ID’s, enter low

and high values in the range indicator boxes. If you wish to select ID’s indi-

vidually within the designated range to further define your ID criteria, click

the Advanced button and make your selections from the displayed ID list on

the Selection Table window. To select one or more individual ID’s from the

entire set of ID’s in the ADM Catalog, click the Advanced button to open the

Selection Table window. To return to the Range Indicator window and enter

a continuous ID range, click the Use Ranges button.

If your ADM ID system includes letters, the Selection Table window opens.

You can make your selections individually or multiselect a group of ID’s by

clicking the first ID in the series, then holding the Shift key down while click-

ing the last in the series. You do not have access to the Low to High Range

Indicator window.

Name

Names are displayed in last name, first name order in a Selection Table

window. Select the name(s) of the individuals to be included in the criteria

set. Click in the ALL checkbox or make no selections to include all names in

your criteria set.

Power Tools116

Gender

Select the gender(s) of the individuals to be included in the criteria set. Click

in the BOTH checkbox or make no selections to include both genders in your

criteria set.

Ethnicity

Select the ethnicities of the individuals to be included in the criteria set. Click

in the ALL checkbox or make no selections to include all names in your cri-

teria set.

User-defined Text Field

This button corresponds to the optional user-defined text field located on the

Identification page of the Catalog. The label displayed on this button will be

the user-defined definition if one was created for your facility (see File →

Setup → Main → Lists & User-Defined Fields). The selection table will list

all of the Catalog User-Defined Text entries in the ADM Catalog.

User-defined List Field

This button corresponds to the optional user-defined list field located on the

Identification page of the Catalog. The label displayed on this button will be

the user-defined definition if one was created for your facility (see File →

Setup → Main → Lists & User-Defined Fields). The selection table will list

all of the Catalog User-Defined List entries in the ADM Catalog.

Form Description Buttons

These criteria identify entered information about individual forms.

Form types

The form types listed are only those forms included with the modules that

your facility has purchased. If you have upgraded modules, take care to distin-

guish the different versions of a form type in the selection table. The Version

Information buttons described later in this section allow you to precisely

select versions of form types.

Age

This button opens a Low to High Range Indicator window. To create a con-

tinuous range of ages in years, enter low and high values in the range indicator

boxes. If you wish to select a single age, enter the age in both range indicator

boxes.

NOTE: Age selection is in years only. If you are selecting for form types =

C15, T15, C23, T25 which allow ages in months, you must make your selec-

tions based on years.

Power Tools 117

Eval ID

This corresponds to the Eval ID entered on the Demographics page of all

ASEBA forms. Select the Eval ID(s) of the forms to be included in the criteria

set.

Filled Out By

The Filled Out By button can be used to select forms based on the respondents

who filled them out. Because different classifications of respondents are asso-

ciated with different form types, this button can be used only if one form type

is selected in the Form Type button. The Selection Table window will display

a list of the types of respondents appropriate for the selected form type.

Date Filled Out

This button opens a Low to High Range Indicator window. To create a con-

tinuous range of dates, enter earliest and latest dates in the low and high range

indicator boxes (MM/DD/YY or MM/DD/YYYY). If you wish to select a

single date, enter the date in both range indicator boxes.

Origin

ADM automatically assigns an origin code to identify how a form entered the

ADM system. The Origin selection table displays all possible origins.

Form List Information Buttons

These criteria buttons correspond to the lists that can be viewed and modified

in File → Setup → Main → Lists & User-Defined Fields. Values from these

lists are selected during form entry.

Clinician, Education, Agency

The Clinician, Education, and Agency buttons will each display a correspond-

ing selection table that contains all list items that exist in your ADM system for

that criterion. Included in the selection table are reserved list items as well as

those added by ADM users.

User-defined Form List Field 1 and User-defined Form List Field 2

These buttons correspond to the optional user-defined list fields located on the

Demographics page for all entry modules. The labels displayed on these but-

tons will be the user-defined definitions if they were created for your facility

(see File → Setup → Main → Lists & User-Defined Fields). The selection

tables will list all of the Form User-Defined List entries in the ADM Catalog

for each criterion.

Version Information Buttons

Form version

Each form type in your ADM installation has an associated form version

which identifies the paper edition of the rating form that corresponds with your

Power Tools118

installed modules. For example,

Form Form version

CBCL/4-18 0699

CBCL/6-18 2001

The form version never changes and can be used in conjunction with the data

version.

Data version

The data version identifies the version of the norms that would be applied if

the form is scored. When a form is upgraded from an earlier version to a later

version (see ADM Manual, Chapter 29, Form Version Upgrade) the data ver-

sion changes. For example,

Form Data version Form version

CBCL/4-18 1991 0699

CBCL/6-18 2001 2001

CBCL/4-18

ugraded to CBCL/6-18 2001 0699

Other Form Information Buttons

ADM automatically creates some information for each entered form for inter-

nal use. This information cannot be edited by ADM users.

Form Status

The Form Status selection table contains the categories that correspond to the

current status automatically assigned to each form. The Status can be viewed

on the Forms page of the Catalog.

Entry Date

The entry date is automatically generated by ADM when a form is added to

the ADM Catalog. This date cannot be viewed in the Catalog but can be used

here to identify groups of forms entered during a particular period of time. This

button opens a Low to High Range Indicator window. To create a continuous

range of dates, enter earliest and latest dates in the low and high range indicator

boxes (MM/DD/YY or MM/DD/YYYY). If you wish to select a single date,

enter the date in both range indicator boxes.

Form-type Specific Information Buttons

These criteria buttons correspond to the lists that are specific to the TRF, C-

TRF, SCICA, and TOF. If your facility has installed modules that include these

form types, the lists can be viewed and modified in File → Setup → TRF, File

→ Setup → C-TRF, File → Setup → SCICA, File → Setup → TOF. Values

from these lists are selected during form entry.

Power Tools 119

TRF - Time in Class, Type of Class, Schools

These buttons will each display a corresponding selection table that contains

all list items that exist in your ADM system for that criterion. Included in the

selection table are reserved list items as well as those added by ADM users.

C-TRF - School or Facility, Type of Facility

Each button will each display a corresponding selection table that contains all

list items that exist in your ADM system for that criterion.

SCICA - Interviewer, Rater

Each button will each display a corresponding selection table that contains all

list items that exist in your ADM system for that criterion.

TOF - Schools

This buttons will display a selection table that contains all TOF school names

that exist in your ADM system.

120

You can copy data from one ADM system (remote) to another ADM system

(host) and you can import data entered through our Internet Web-Link program

(remote) into your ADM system (host). Transferred data includes forms and

information about the persons for whom the forms were entered. You cannot

transfer information about an individual if no forms have been entered for that

person.

Data are transferred in ADM using .zip files. These files are compatible with

the PkZip and WinZip programs. An Iomega Zip drive is not required to trans-

fer ADM data.

Web-Link downloads compressed files that may contain scored profiles and

narratives as well as raw data from forms. ADM Data Transfer File Import

recognizes these files and is designed to handle them automatically. You do

not need to open them before beginning data transfer file import.

Briefly, to transfer ADM information from one ADM system to another:

1. At the remote ADM system, select the individuals and/or forms to be

transferred.

2. Create the .zip fi le containing the selected data and store it on a dis-

kette or in a location on the workstation in preparation to be sent to

the facility that will import the data.

3. On the host ADM system, store the fi les to be imported in the ADM\

EXPORT folder or a different folder of your choice. Select the .zip

fi les to import.

4. Codes and list descriptions used by the remote and host facilities are

compared and discrepancies must be resolved.

5. Match people from the transferred data with those already in the host

ADM system, resolve discrepancies, create new Catalog entries, and

add the transferred data to the host ADM.

Briefly, to download data from Web-Link to an ADM system on a PC:

1. Select the entered forms for download from the Data Ready to

Download area in Web-Link.

2. Select the folder on the PC where the downloaded files will be

stored.

3. Continue with Steps 3 and 4 above.

28 ADM Data Transfer

ADM Data Transfer 121

Creating Data Transfer .Zip Files

To select data for transfer, choose either Tools → ADM Data Transfer or Tools

→ Power Tools from the main menu bar. Power Tools opens the Tool List

screen. Select Create ADM data transfer files. Refer to Chapter 25, Power

Tools, for complete instructions about selecting data and creating a data trans-

fer file.

Importing Data Transfer .Zip Files

This process occurs at the host ADM system that is receiving the transferred

data from the remote ADM system or from Web-Link. When you receive ADM

.zip fi les for transfer, it is best to store them in the ADM folder created specifi -

cally for this purpose (ADM\EXPORT). This folder can be selected for direct

download of Web-Link .zip fi les. Alternatively, you can create your own user-

specifi ed folder in which to store your incoming transfer data fi les.

To import transferred data, select Tools → ADM Data Transfer → Import

Transfer data from the menu bar. A series of screens guides you through the

import process.

Location of Transferred FilesLocate the folder where you have stored the files to be imported. ADM data

transfer files can be stored on any drive accessible to the computer, including a

floppy drive. The default location where ADM will first look for the .zip files

is ADM\EXPORT. The Locate Folder button is available to select a different

location.

NOTE: Folder names in the location path may not have more than 8 characters

and the characters ‘!’, ‘/’, and spaces are prohibited.

Select Files to Transfer

All the .zip files stored in the designated folder are displayed in a list. The list can

be ordered alphabetically by filename or from earliest to latest date. Select all the

files you want to import by checking the box to the left of each file.

Identification Review

Identification Review allows you to assign incoming forms to persons already in

the host Catalog.

The Identification Review option is normally selected. If you choose to bypass

Identification Review, persons with discrepant identification information will be

automatically imported into the host Catalog as new persons. Select or deselect

this option by clicking the checkbox.

ADM Data Transfer122

Next button

Click the Next button to continue. If you selected Identification Review then the

next screen to display will be the Identification Review screen. Otherwise the

import process begins and automatically moves to the screen that displays the

results of the list comparisons.

Identifi cation Review Screen

ADM Data Transfer automatically assigns transferred forms to existing persons

in the Catalog whose names and/or IDs exactly match those contained in the

imported data files. If a matching person is not found, ADM will import the

person as “new”. The Identification Review option allows you to resolve iden-

tification discrepancies so that incoming data can be associated with a person in

the host Catalog, if desired.

Information about the incoming data and information about persons in the host

Catalog are displayed in separate tables.

Forms to Import Table

This table contains a list of all of the incoming forms from the data transfer

files. The table displays the name, ID, gender, date of birth, age, form type,

date filled out, eval ID, and sender (Web-Link imported forms only) for each

form being imported. You can choose to display the list of forms by last name

order or by ID order.

The name and ID fields are the only fields that can be modified in this table.

The data for import may originate from a remote ADM installation that uses a

different name and ID system than the host ADM. You can add, delete, or edit

a name or ID to modify incoming data to conform with your ADM system.

A column of checkboxes is displayed on the far left side of the table. The Select

All and Unselect All buttons mark and unmark the entire column of check-

boxes. These checkboxes target individual forms for the two action buttons

below this table as well as the Catalog Assignment button described later.

Exclude from Import button

You can choose to eliminate selected forms from the import list. Click in a

form’s checkbox to mark it and then select the Exclude from import button.

Excluded forms will no longer appear in the list of forms for import.

NOTE: To import excluded forms later, follow the normal data transfer pro-

cess from the beginning and select only those forms to move into ADM (see

Process Imported Data later in this chapter) or use this button to exclude

forms you processed in the earlier data transfer session.


Remove ID’s buttonThe ID numbering system used for the forms for import may not be compatible

with your ADM identification conventions. You can choose to remove the ID

numbers from selected forms for import. Click in a form’s checkbox to mark

it and select the Remove ID’s button. You can enter new IDs by typing in the

ID field in the table.

NOTE: Web-Link requires an ID for each form entry. If your facility does

not use IDs and you are receiving Web-Link data, you can use this utility to

remove them from all incoming Web-Link forms.

ADM Catalog Entries Table

The names, IDs, genders, and birthdates for all individuals in the host ADM

Catalog are listed in this table. You can choose to display the list by last name

order or by ID order.

The data for each form to be imported includes identifying information about

the person for whom the form was completed. When a form is imported, it

is either linked to a person who exists in the host Catalog, or it’s identifying

information is used to create a new person in the host Catalog. The Catalog

information is displayed to aid you in resolving identification discrepancies for

forms to be imported. If names and IDs are identical no resolution is necessary.

These forms will automatically be assigned to the matching person in the host

ADM system.

Assign Catalog Entry to Selected Form(s) Above button

The identification information for a person in the host ADM Catalog can be

applied to one or more imported forms. Select an individual in the Catalog

Entries table by clicking anywhere in the person’s displayed information.

Then click the checkboxes in the Forms to Import table for the forms to be

assigned to the selected person. Click the Assign Catalog Entry to Selected

Form(s) Above button.

View Catalog Forms button

Display all the forms in the Catalog for an individual by clicking anywhere

in the person’s displayed information. Click the View Catalog Forms button.

A popup window displays all forms in ADM for that person. You can quickly

see if a form in the import list above was imported earlier. You should exclude

forms imported earlier to avoid two copies of one form in the Catalog.

Imported Forms Report button

You can view and print a report of all forms included in the .zip transfer file.

The report records the changes you made to the forms in the import list. The

report lists each form in the .zip file twice as a paired set. The first of the pair

describes the form with the original information from the transfer .zip file.


Directly below is the form described as it currently exists, either unchanged,

modified using the Identification Review functions, or excluded from the

import list.

Cancel buttonExit ADM Data Transfer without importing any transferred data.

Next buttonMove to the next screen in the import process. You cannot return to the Iden-

tification Review screen from the next screen.

List Discrepancy Resolution Screen

Some ADM and Web-Link data are entered by making a selection from a list.

Each category description in a list has a corresponding code. Some of the list

descriptions are provided with ADM and are “reserved.” Others can be created

by ADM users (see File → Setup → Main → Lists & User-Defined Fields to

learn more about lists.)

Remote facilities can create user-defined ADM list descriptions and codes that

may differ from those created in the host ADM system. These differences must

be resolved before the incoming data can be transferred into the host ADM

system.

For each import session, all list discrepancies must be resolved. If you cannot

decide how to resolve a discrepancy, you will have to cancel the import process

and begin again without including the .zip file that contains that discrepancy.

To help with resolution decisions, you can obtain a printed report of the dis-

crepancies using the Print Discrepancies button and evaluate how you wish

to resolve those discrepancies.

For those discrepant list descriptions that you are unable to resolve, you can

add a generic category description such as “Unresolved” to each list type (File

→ Setup → Main → Lists & User-Defined Fields ) and assign a code. Use this

description to resolve discrepancies that are not important to your data.

Two tables display the discrepant incoming list names, descriptions, and codes

and those that are defined in the host ADM system.

List Information from Transferred Files Table

Lists that have discrepancies are displayed in this section. The name of each list

requiring resolution is displayed in the leftmost column. The discrepant code and

list description are displayed in the next two columns to the right. There can be

more than one discrepant list description and code for a single type of list.


NOTE: The three user-defined fields may be used for different purposes in the host

and remote ADM systems. To avoid confusion because the user-defined titles may

be different, a standard display format is implemented for these three fields:

List Type : List Name

Form: user-defined 1: FUD1: title in host ADM | title in remote ADM

Form: user-defined 2: FUD2: title in host ADM | title in remote ADM

Catalog: user-defined 1: SUD: title in host ADM | title in remote ADM

ADM Lists – Replacement Code and Descriptions Table

A host description and its code can be selected to replace the incoming list

description and code. For each discrepant list displayed in the leftmost column,

list descriptions and codes used in the host ADM system for that list type are

displayed by clicking the arrow to the right. If a replacement is selected, it will

be displayed in the Replacement display box to the left of the arrow.

Add checkbox

In the center of the screen is a column of checkboxes. If both the incoming list

description and its code are not included in the corresponding list in the host ADM

system, they can be added to the host ADM system. If this option does not apply,

the checkbox is surrounded by a gray background and cannot be selected.

Cancel buttonExit ADM Data Transfer without importing any transferred data.

Next buttonAfter all discrepancies have been resolved, click the Next button to process the

imported data.

Resolution Methods

Add

Click the Add checkbox and the new list description and its code are immedi-

ately added to the corresponding list type in the host ADM system. The added

description and code appear in the replacement list displayed by clicking on

the arrow to the right. Once this list description has been added, it can be used

as a replacement to resolve remaining discrepancies. If the Add checkbox

in unchecked, the description and its code are removed from the host ADM

list. The original discrepancy is again unresolved as are any other discrepan-

cies that were resolved by replacement with the new addition. When the Add

checkbox is checked, the Replacement display box is gray.


Replacement

Open each list to compare the incoming descriptions and codes with those

used by the host ADM. To replace the incoming description and its code with a

description/code from the host system, highlight the desired description and click

on it. The replacement display box will now display the selected description.

List Comparison Outcomes

1) Incoming descriptions and codes match those in the host ADM.

NO RESOLUTION REQUIRED: Incoming codes and descriptions are auto-

matically added to the host ADM.

2) Incoming descriptions match but codes do not match those in the host ADM.

NO RESOLUTION REQUIRED: The host codes are automatically substituted

for the incoming codes.

3) The incoming list descriptions and corresponding codes have no counter-

parts in the host ADM system.

RESOLUTION REQUIRED: ADD or REPLACE

4) The incoming list descriptions do not match the host descriptions but the

codes do match.

RESOLUTION REQUIRED: REPLACE

Process Imported Data

When data are “processed,” they are moved from the temporary import area

and saved in the host ADM. The process function displays all imported trans-

ferred forms that are waiting to be processed. You can choose to permanently

save each successfully imported form, view fatal errors, and view and resolve

other errors in preparation for final processing.

A column of checkboxes is displayed on the far left side of the table. The

Select All and Unselect All buttons mark and unmark the entire column of

checkboxes. These checkboxes target individual forms for processing or delet-

ing.

Show All Forms

Imported forms “owned” by all ADM users will be displayed.

View Fatal Errors button

If this button is red, some forms were not successfully transferred. If you just

imported a form, but do not see it in the displayed list, look here for the form.

Delete button

Forms that are checkmarked in the table are deleted from the import list. These


forms can be imported again later by starting the import process from the

beginning.

Status

After each transferred form is imported, a status is assigned:

OK

No problems were found. This form is ready to be processed and added to

the ADM system.

ID Error

ADM was unable to automatically match the transferred form to a child or

adult who is already in the host ADM system. This is not an error but this

status must be changed before standard errors and warnings can be dis-

played. ID Errors are discussed later in this chapter.

Warnings

Some problems were found that don’t affect the integrity of the data. Select

the Status button to view the warnings.

Errors

Serious problems have been found. These problems must be resolved before

the form can be processed. Select the Status button to view the errors.

A form can have both warnings and errors. If errors have been resolved and

warnings have been reviewed and accepted, the Status changes to OK and the

form is ready to be processed.

To open the Errors and Warnings screen or the ID Error screen, highlight

the form with the problems. Either select the Status button or double click on

the Status column in the display table.

Import Display Table

The list displays forms that were imported by ADM Data Transfer but are not

yet in the host ADM system. The list shows only those forms “owned” by the

logged-in user that were successfully transferred. Review all information in the

table to be sure that each form was transferred correctly.

First, Middle, Last Names

If the ID has been assigned to someone in the host ADM system, these fields

are gray and disabled. The person’s name is displayed here if you previously

entered the name in the Catalog. If the ID is new to the host ADM system,

these fields are white and enabled. You can enter the person’s name here.

Process button

Move all transferred forms with an OK status into the host ADM system.


Because ADM is constantly checking forms against information in the Cata-

log, a form may develop an error during processing if another form for the

same person processed earlier in the set changes critical information. If the

form is successfully processed, it no longer appears in the display table.

Import Error List

When you select View Fatal Errors, this screen displays a list of transferred

forms that were not imported into the host ADM system because of fatal errors.

Fatal errors cannot be corrected within the host ADM system. These errors must

be resolved within the remote ADM system and the forms transferred again.

Type

The abbreviation for the form type is displayed if ADM could recognize it.

Form abbreviations are:

CBC = CBCL/4-18 & CBCL/6-18

TRF = TRF/5-18 & TRF/6-18

YSR = YSR

T25 = C-TRF/2-5

C23 = CBCL/2-3

T15 = C-TRF/1½-5

C15 = CBCL/1½-5

YAS = YASR/18-30

YAB = YABCL/18-30

SIA = SCICA

ASR = ASR/18-59

ABC = ABCL/18-59

TOF = TOF/2-18

Error Condition

This column contains a brief description of the cause of the fatal error.

1) Age missing

The age on the transferred form is missing.

2) Gender missing

The gender on the transferred form is missing.

3) Gender does not match Catalog information

The gender on the transferred form is different from the gender that was

reported for this person from a previous form.

Date

Displays the date the form was transferred into ADM.

Clear Button

The Clear button clears all fatal error information. Once the screen is cleared,

the fatal error information is lost and cannot be retrieved.


ADM Data Transfer ID Errors

ADM alerts you to problems that have been detected in a transferred form. ID

Errors are created when ADM is unable to automatically match the name or

ID on a transferred form to a person already in the host ADM system. The ID

Error must be resolved before standard errors and warnings can be detected

and displayed.

Information about the name and/or ID, the gender, and the date of birth (DOB)

from the transferred form is displayed under the heading Import Form Infor-

mation. Information about persons in the host ADM Catalog that may match

the incoming form is displayed under the heading Catalog Information.

There are three options available to resolve the ID Error:

1) Select a person from the Catalog Information list and click on the

Use Catalog Information button. This will add the transferred form

to ADM as an additional form for the selected person.

2) Click the Process As New button. The new person and the

imported form will be entered into the host ADM system.

3) Click the Process as New Remove ID button. The incoming

person is added to ADM as a new person but with the ID removed to

avoid potential conflict with an existing person in ADM.

Selecting the No Action At This Time button allows you to exit the ID Reso-

lution screen without resolving the ID Error.

Import Errors & Warnings

ADM alerts you to problems that have been detected in a transferred form.

Warnings are informative and intended to help you decide whether to con-

tinue processing the form or not. Errors are more serious and must be resolved

before the form can be processed.

It is recommended that you record the decisions you make for forms with

errors and warnings so that you can inform the remote ADM site to make cor-

rections in their system. This may help to reduce future errors and warnings

from forms transferred for these individuals.

To open the Errors and Warnings screen, highlight the form with the prob-

lems. Either select the Status button or double click on the Status column in

the display table.


Warnings

Some of the warnings are listed below:

Age out of range for this form

The age recorded on the transferred form is not within the age limits for

which the form was designed.

This Eval ID has been used for another form

The Eval ID for this form is not unique. Another form with this Eval ID

has been previously processed or is already in use for the individual in the

host ADM system. This can occur when you are transferring data again for

a form that has already been imported, or a key-entered or scanned form for

this person has already been assigned the Eval ID. If you accept this form

to be processed, you may want to delete the previous form from the Catalog

if it is a duplicate.

Gender does not match the Catalog gender

If the gender reported on the incoming form does not match the gender

that has been previously stored for this person in the host ADM system, the

gender already in the Catalog will be used.

Decisions selections

You can choose to:

( ) Accept this form to be processed

( ) Do not process this form

Errors

There are three possible errors. The error count at the top of the screen tells

you how many errors were detected and how many have been resolved. The

Reset button restores the error to its original condition so that you can make a

different decision if needed.

Birthdate from the form does not agree with the

birthdate from the Catalog

This person has previously been entered into the host ADM Catalog with

a different birthdate than is reported on the incoming form. Both dates are

displayed below the error. Choose the correct birthdate. The date in the host

Catalog will be adjusted to the date you choose here.


Ethnicity from the form does not agree with the Catalog ethnicity

The person has previously been entered into the host ADM Catalog

with a different ethnicity than what is reported on the transferred form.

Choose the correct ethnicity. The ethnicity in the host Catalog will be

adjusted to th ethnicity you choose here.

Score Processed Forms

One or more processed forms can be selected for profiles, narratives reports,

and cross-informant reports. Multiple forms can be selected in random order

by holding down the CTRL key while clicking on the forms to be scored.

You can select a contiguous set of forms by holding down the SHIFT key and

clicking on the first and last forms to be included.

The forms that are initially displayed are those that are “owned” by the

logged in user.

Forms Selected for Scoring Screen

Forms that have already been selected for scoring will be displayed. After the

Score button is selected, forms will be scored and marked whether or not the

scoring was successful. The date each form was selected is displayed in the

Selected column of the display table.

Select All button

Highlight all the displayed forms for scoring.

Unselect All button

Deselect all selected forms for scoring.

Score button

Begin the scoring process.

Clear button

Remove all displayed forms from the screen. These forms will not be deleted

from ADM. You can still select these forms for scoring through the Catalog.

132

You can export ADM raw data and profile scores to a variety of file formats

based on selection criteria you enter. This function is useful for statistical

analyses. To export data, select Tools –> Export Data for Analysis or Tools

–> Power Tools from the main menu bar. The Export process occurs in Power

Tools and is completely described in Chapter 25.

Export File Format

You can choose one of the formats listed below for each set of forms you select

for export. The output file(s) that are generated will be created in the output

format that is selected from the following list of file formats:

FoxPro, dBase (.dbf)

FoxBase+ for Mac (.dbf)

Excel 5.0 (.xl5)

Excel (.xls)

Lotus 1-2-3 1a (.wks)

Lotus 1-2-3 2.x (wk1)

Lotus Symphony 1.0 (.wrk)

Lotus Symphony 1.1 or 1.2 (.wr1)

Multiplan 4.01 (.mod)

Comma delimited (.txt)

Visicalc DIF (.dif)

SDF (System Data Format) (.sdf)

SYLK (Symbolic Link) (.slyk)

CSV (Comma Separated Value File) (.csv)

Export Selection Criteria

You can define your export results by selecting the combination of criteria that

is important to you. A report can be generated showing information about the

forms that met the selection criteria. Chapter 25, Power Tools, describes in

detail each selection category available.

NOTE: If you are selecting CBCL/1½-5, C-TRF/1½-5, CBCL/6-18, YSR,

TRF/6-18, ASR/18-59, ABC/18-59, or TOF data to export, DSM-oriented raw

data and profiles will automatically be included in the output.

29 Export Data for

Analysis

133

THIS IS AN IMPORT FUNCTION TO ADM

It is possible to convert the ASCII data produced by our DOS programs into

ADM format. Convert data for each form type separately. Some of the setup

options depend on the type of forms.

IMPORTANT: CBCL, YSR, TRF, and SCICA ASCII data will be imported

and converted to ADM format with the data versions below:

CBC/YSR/TRF Data version = 1991

SCICA Data version = 0699

If you want to score these data using the 2001 norms, you must first upgrade

the forms to their current data version (Data version = 2001). See Chapter 31

to learn more about ASEBA Form Version Upgrade.

To import and convert ASCII data:

1) Copy all ASCII files to be converted to the folder ...\ADM\impfiles

2) Establish all codes and translations in Setup

3) Load ASCII files for conversion

4) Process converted data

Important!We strongly recommend that for each conversion session, you convert files of

only one form type. The settings you specify in setup may be form-specific.

ASCII data formats for each type of convertible DOS data are included at

the end of this chapter. Refer to these formats for help with pre-conversion

setup.

Setup ID Translation

Because names were not stored with the ASCII data, only ID numbers will be

converted. You can continue to locate individuals in the Catalog by ID. You

can add the names during the conversion process or you can enter them in the

Catalog later.

30 DOS Data

Conversion

DOS Data Conversion134

Some users may have stored additional information in the ID field and/or in

the card number fields. You can separate additional data from the actual ID and

store it in a choice of user-defined fields. You can reassign data stored in card

number fields to ADM user-defined fields.

The DOS ID is 10 characters long. A template of the ID is displayed in the

center of the screen. DOS ID numbers are stored right-justified. If your DOS

ID was less than 10 characters, the ID field in the ASCII file was padded on the

left with blanks.

If you used the DOS ID field only for a unique identifier for each individual,

the default settings are appropriate.

Translate to ADM Codes

If you stored other information in the DOS ID field, you must know what posi-

tions in the field hold ID data and what positions hold other data.

ID

Mark those positions that hold only unique ID data.

Eval ID

If you used a code embedded in the ID field to differentiate one form for an

individual from another form, you should convert this code to an Eval ID. The

ADM Eval ID field allows a maximum of 3 characters or digits.

Symbol Substitution

If you have embedded blanks in your DOS ID or converted Eval ID, you can

substitute a symbol for those blanks. Select ID and/or Eval ID. Then enter the

symbol in the box to the right.

Clinician

Form User-Defined (First field)

Form User-Defined (Second field)

These three data fields are based on lists of categories. The lists can be created

in Main Setup prior to conversion with category descriptions and codes. Alter-

natively, ADM can load the lists with codes from the converted data, and you

can modify the category descriptions later. The ADM default description for an

undefined category is “Not Defined - code.”

In addition to a field specifically intended for clinician identification, ADM

offers two user-defined fields available for form entry. If you have other data

stored in the ID or in the ASCII cards, you can store that converted data in one

of these fields.

DOS Data Conversion 135

ASCII Origin

On the right side of the ID template you can indicate where the codes for these

fields have been stored in the ASCII file.

ID

Select the positions in the ID template where the code is stored.

Card

Most of our DOS programs allow you to enter card numbers. You may have

entered user-defined codes there instead. Each type of form has a set number of

cards. This number varies among forms. As you run this setup for each type of

data, check that the card number designation is correct for the form type.

Setup Code Translation

Our DOS programs allowed you to create your own coding system for a number

of data fields. In ADM, these fields are lists. ADM has many “reserved” codes

for these same fields and also provides some standard categories for the lists.

You may have used a different code for a category in your DOS program than

ADM now uses. Your codes can be translated into current ADM codes. If you

used other categories that ADM does not provide, you can use Main Setup to

add your categories and codes to the ADM lists.

IMPORTANT: Be sure to include all your ASCII codes for code translation.

Any data fields that use ASCII codes that are not translated here will be moved

into ADM directly. In ADM these codes may be associated with a different

category than was originally entered in the DOS program.

The five ADM lists are:

1) Ethnicity: All data types

2) Education: All data types except C-TRF/2-5 and CBCL/2-3

3) Type of facility: C-TRF/2-5 only (no reserved codes)

4) Time in class: TRF only

5) Type of class: TRF only

List


Print List



The List Table

The list table displays information in three columns. The left-most column is



Codes can be reused in other lists. You cannot add a category here. You must

do that in Main Setup.

ADM Code

This column is read-only. It displays the codes that already exist in ADM

for all the category descriptions currently in the list. These codes cannot be

changed here. You may be able to change codes in Main Setup if the code is

not reserved or is not currently used by an ADM data record.

ASCII Code

Enter the code you used for each category when you entered data using the

DOS program.

Load ASCII Files for Conversion

Source Folder for ASCII Files

Locate your installation of ADM on the hard drive (referred to below as {your

ADM installation path}). You must copy all the ASCII files you want to con-

vert to the folder {your ADM installation path}\ADM\ImpFiles. Be sure you

have the original ASCII files stored elsewhere!

NOTE: As files are successfully loaded, they are renamed with the load date and

time and moved to the {your ADM installation path}\ADM\ImpFiles\FileDone

folder. If you want to reprocess a file, we recommend copying the file from

\FileDone and renaming it before re-loading.

Files For Conversion Table

All files found in the {your ADM installation path}\ADM\ImpFiles folder are

displayed. You can choose to display this list in the date order in which they

were created. You can list the files by form type if you retained the DOS pro-

gram convention of file extension assignments (extension = form type).

Select one or more files to load by clicking in the file’s check box on the left.

You can Select All files and Unselect All files.

We strongly recommend that for each conversion session, you convert files

of only one form type. The settings you specified may be form-specific.


Load File(s) button

All the selected files begin loading into ADM. The status of the loading pro-

cess is displayed in the Status box.

As ASCII data are loaded, all the data values in each ASCII record are checked

for validity. If an ID on a form being loaded matches to an ID already in ADM,

comparisons of specific data fields are made to identify discrepancies. Because

ADM is thoroughly checking and comparing data, the load time can be lengthy.

If you have a large file to convert, we suggest you run the conversion utility

overnight or run several conversion sessions with small ASCII files.

As each successful file load is completed, the ASCII file is renamed with the

load date and time and moved to the folder {your ADM installation path}\

ADM\ImpFiles\FileDone.

Load problems

If errors are detected in the file, you will be notified of the data integrity

problem. You can choose to skip over the problem records and continue

loading other data in the file, or you can choose to abort the load. In either

case, the data file is renamed as “error-” plus date and time information.

This file remains in the conversion source folder.

Next button

When the Status box reports that the Load is “Finished,” select this button to

begin processing the loaded data.

Process Converted Forms

When data are “processed,” they are saved to the ADM program tables. The

process function displays all converted forms that are waiting to be processed.

You can choose to permanently save each successfully loaded form, view fatal

errors, and view and resolve other errors in preparation for final processing.


If this button is red, some forms were not successfully loaded. Check this

screen first to see what conversion errors were detected.

Show All Forms

Converted forms “owned” by all ADM users will be displayed.

Conversion Display Table

A table that lists the converted forms loaded from ASCII files is displayed. The

list shows only those forms “owned” by the logged in user that were success-


fully loaded. Review all information in the table to be sure that each form was

converted correctly.

Status

After each converted form is loaded, a status is assigned. A form can have

both warnings and errors. If errors have been resolved and warnings have been

reviewed and accepted (see Errors & Warnings, below), the Status changes

to OK and the form is ready to be processed.

OK

No problems were found. This form is ready to be processed.

Warnings

Some problems were found that don’t affect the integrity of the data. Select the

Status button to view the warnings.

Errors




If the ID is already in the ADM system, these fields are gray and disabled. The

person’s name is displayed here if you previously entered the name in the Cata-

log. If the ID is new to the ADM system, these fields are white and enabled.

You can enter the person’s name here.

Process button

Move all converted forms with an OK status into the ADM system. Because

ADM is constantly checking forms against information in the Catalog, a form

may develop an error during processing if another form for the same person

processed earlier in the set changes critical information. If the form is success-

fully processed it no longer appears in the display table.

Conversion Error List

When you select View Fatal Errors, this screen displays a list of ASCII data

records that were not loaded into the ADM system because of fatal errors. Fatal

errors cannot be corrected within the ADM system. When a record triggers a

fatal error, the ASCII record is moved into a file that is named with the words

“Error-” and then the current date and time. Once the records in the error file

have been corrected, the error file can be loaded again for conversion.


Type


Otherwise, *** is displayed.

CBC → CBCL/4-18

TRF → TRF

YSR → YSR

T25 → C-TRF/2-5

C23 → CBCL/2-3

YAS → YASR

YAB → YABCL

SIA → SCICA

DOF → DOF

ID

The 10-character ID from the ASCII record is displayed. If the ID could not be

recognized, stars (*) may fill the field or the field may be blank.

File Name

The File Name column contains the date, time, and extension of the error

file that is generated when a fatal error occurs. This field along with the Line

number field allows you to locate the ASCII record in the error file.

Line #

Each ASCII record is made up of 2-5 data cards depending on the form type.

The Line # column contains the line number of the last card of the ASCII

record that caused the fatal error. Refer to the form’s ASCII data format at the

end of this chapter to check for its number of data cards.

Error Condition


1) Required data missing or corrupt

Age, Gender, or ID were missing or were invalid. These fields are

required for ADM to successfully convert data.

2) Corrupt, 23 or Corrupt, xx

The reported number refers to a position in the ASCII record where

unexpected data elements were found. Refer to the ASCII file formats

at the end of this chapter to find out what data item is stored at the

position.

3) Invalid line length detected

The length of one of the data cards is incorrect or there may be a trail-

ing space.


Date

Displays the date the form was converted into ADM format.

Clear button



Conversion Errors & Warnings

ADM alerts you to problems that have been detected in a converted form.

Warnings are informative and intended to help you decide whether to con-

tinue processing the form or not. Errors are more serious and must be resolved


To open the Errors and Warnings screen, highlight the form with the prob-


the display table.

Warnings



The age recorded in the ASCII record is not within the age limits for which the

form was designed.


The Eval ID for this form is not unique. Another form with this Eval ID has

been previously processed or is already in use for the individual. This can occur

when you are loading data from a form that has already been converted or if a

form was key-entered for this person. If you accept this form to be processed,

you may want to delete the previous form from the Catalog if it is identical.

Gender does not match the Catalog gender

If the gender reported on the form does not match the gender already in ADM

from a previous form, then the gender already in the Catalog will be used.


You can choose to:

( ) Accept this form to be processed

( ) Do not process this form


Errors

There are three possible errors. The error count at the top of the screen tells you

how many errors were detected and how many have been resolved. The Reset

button restores the error to its original condition so that you can make a differ-

ent decision if needed.

Birthdate from the form does not agree with the birthdate from the

Catalog

This person has previously been logged into the ADM Catalog with a different

birthdate than is reported in the ASCII record. Both dates are displayed below

the error. Choose the correct birthdate. The date in the Catalog will be adjusted

to the date you choose here.

Calculated age does not agree with the age from the form

The age is calculated using the birthdate and test date stored in the ASCII

record. This age is compared with the age reported in the ASCII data. Choose

the correct age for the individual.

Ethnicity from the form does not agree with the Catalog ethnicity

The person has previously been logged into the ADM Catalog with a different

ethnicity than what is reported in the ASCII file. Choose the correct ethnicity.

The ethnicity in the Catalog will be adjusted to the ethnicity you choose here.


CBCL, YSR, & TRF ASCII Data Format

The ASCII fi le of CBCL, YSR, or TRF raw data created by our DOS program contains the following

information. The column number for each item is given, together with the range of possible values. Where

applicable, the default missing value for each item (the value stored if the informant gave no response) is

given in parentheses following the description of the item. The data are stored in three records (referred

to as “cards”) per case.

CBCL -- Output from DOS program ENTER DATA mode -- (*.CBC)

Competence Section

First Card:

Col. # Field Description

01-10 Subject ID #. (Blanks)

11-12 Card number: (01)

13 Sex: 1=Boy; 2=Girl

14-15 Age in years

16 aEthnicity: User selected code. (Blank)

17-22 aDate Filled Out: MMDDYY. (Blanks)

23-28 aDate of Birth: MMDDYY. (Blanks)

29-30 aSocioeconomic Status: User

selected code. (Blanks)

31 aFilled Out By: 1=Mother; 2=Father;

3=Other; 4=Multiple. (Blank)

32-33 aAgency code: User


34 Total # of Sports: 0-3. (9)

35 Time in Sport A: 1=Below Average;

2=Average; 3=Above Average;

9=Don=t know. (9)

36 Skill in Sport A: 1-3. (9)

37 Time in Sport B: 1-3 (9)

38 Skill in Sport B: 1-3. (9)

39 Time in Sport C: 1-3. (9)

40 Skill in Sport C: 1-3. (9)

41 Total # of Activities: 0-3. (9)

42 Time in Activity A: 1-3. (9)

43 Skill in Activity A: 1-3. (9)

44 Time in Activity B: 1-3. (9)

45 Skill in Activity B: 1-3. (9)

46 Time in Activity C: 1-3. (9)

47 Skill in Activity C: 1-3. (9)

48 Total # of Organiz.: 0-3. (9)

49 How Active in Org. A: 1-3. (9)

50 How Active in Org. B: 1-3. (9)

51 How Active in Org. C: 1-3. (9)

52 Total # of Jobs: 0-3. (9)

53 How Well Does Job A: 1-3. (9)

54 How Well Does Job B: 1-3. (9)

55 How Well Does Job C: 1-3. (9)

First Card (cont.)


56 # of Friends: 1=None; 2=1;

3=2 or 3; 4=4 or more. (9)

57 Times/Week with Friends: 1=less than 1;

2=1 or 2; 3=3 or more. (9)

58 Gets Along w/Sibs: 0-3. (9)

59 Gets Along w/Peers: 1-3. (9)

60 Gets Along w/Parents: 1-3. (9)

61 Play/Work by Self: 1-3. (9)

62 Academic Performance, Subject A:

1=Failing; 2=Below Ave.; 3=Average;

4=Above Average. (9)

63 Subject B: 1-4. (9)

64 Subject C: 1-4. (9)

65 Subject D: 1-4. (9)

66 Subject E: 1-4. (9)

67 Subject F: 1-4. (9)

68 Subject G: 1-4. (9)

69 bSpecial Class: 1=Yes; 2=No. (9)

70 bRepeated Grade: 1=Yes; 2=No. (9)

71 bOther Acad. Problems: 1=Yes;

2=No. (9)

72-74 The letters “CBC” to identify this as a CBCL

raw data fi le.

Problem Section

Second Card:

01-15 Same as card 1 (11-12: card number is 02.)

16-80 Problem Items 1-58 from CBCL: 0-2. (9)

Third Card:

01-15 Same as cards 1-2 (11-12: card number is 03).

16-70 Problem Items 59-113 from CBCL: 0-2. (9)

71-73 The letters “END” to mark verifi ed case,

“UNV” to mark unverifi ed case, or “EDT” to

mark edited case.


YSR -- Output from DOS ENTER DATA mode-- (*.YSR)

Competence Section

First Card:





14-15 Age in years






31-32 aGrade in School. (Blanks)



35 Total # of Sports: 0-3. (9)

36 Time in Sport A: 1=Below Average;

2=Average; 3=Above Average;

9=Don=t know. (9)

37 Skill in Sport A: 1-3. (9)

38 Time in Sport B: 1-3 (9)

39 Skill in Sport B: 1-3. (9)

40 Time in Sport C: 1-3. (9)

41 Skill in Sport C: 1-3. (9)

42 Total # of Activities: 0-3. (9)

43 Time in Activity A: 1-3. (9)

44 Skill in Activity A: 1-3. (9)

45 Time in Activity B: 1-3. (9)

46 Skill in Activity B: 1-3. (9)

47 Time in Activity C: 1-3. (9)

48 Skill in Activity C: 1-3. (9)

49 Total # of Organiz.: 0-3. (9)

50 How Active in Org. A: 1-3. (9)

51 How Active in Org. B: 1-3. (9)

52 How Active in Org. C: 1-3. (9)

53 Total # of Jobs: 0-3. (9)

54 How Well Does Job A: 1-3. (9)

55 How Well Does Job B: 1-3. (9)

56 How Well Does Job C: 1-3. (9)

First Card (cont.)


57 # of Friends: 1=None; 2=1;

3=2 or 3; 4=4 or more. (9)

58 Times/Week with Friends: 1=less than 1;

2=1 or 2; 3=3 or more. (9)

59 Gets Along w/Sibs: 0-3. (9)

60 Gets Along w/Peers: 1-3. (9)

61 Gets Along w/Parents: 1-3. (9)

62 Play/Work by Self: 1-3. (9)

63 Academic Performance, Subject A:

1=Failing; 2=Below Ave.; 3=Average;

4=Above Average. (9)

64 Subject B: 1-4. (9)

65 Subject C: 1-4. (9)

66 Subject D: 1-4. (9)

67 Subject E: 1-4. (9)

68 Subject F: 1-4. (9)

69 Subject G: 1-4. (9)

70-72 The letters “YSR” to identify this as a YSR raw

data fi le.

Problem Section

Second Card:


16-80 Problem Items 1-58 from YSR: 0-2. (9)

Third Card:


16-69 Problem Items 59-112 from YSR: 0-2. (9)


“UNV” to mark unverifi ed case, or “EDT” to mark

edited case.


TRF -- Output from DOS ENTER DATA mode-- (*.TRF)

Adaptive Functioning Section

First Card:





14-15 Age in years

16-17 aGrade in School. (Blanks)





27 aFilled Out By: 1=Teacher; 2=Counselor;

3=Other; 4= Multiple. (Blank)



30-31 aNumber of months known child. (99)

32 aHow well knows child: User

selected code. (9)

33 aTime in Class: User

selected code. (9)

34 aType of Class: User

selected code. (9)

35 abSpecial Class: 0=No; 1=Yes. (9)

36 abRepeated Grade: 0=No; 1=Yes. (9)

37 Academic performance:

Subject A: 1=Failing; 2=Below average;

3=Average; 4=Above average;

5=Far above average. (9)

38 Subject B: 1 through 5. (9)

39 Subject C: 1 through 5. (9)

40 Subject D: 1 through 5. (9)

41 Subject E: 1 through 5. (9)

42 Subject F: 1 through 5. (9)

aNot needed to score profi le.

First Card (cont.)


43-45 Mean Acad. Perform. x 100;

(999) (automatically computed by entry

program from columns 37-42)

46 How hard working: 1=Much less than average;

2=Somewhat less; 3=Slightly less; 4=Average;

5=Slightly more; 6=Somewhat more;7=Much

more. (9)

47 Appropriately behaving: 1 through 7. (9)

48 How much learning: 1 through 7. (9)

49 Happy: 1 through 7. (9)

50-52 aAchievement test grade level. (999)

53-54 aAchievement test percentile. (00)

55-57 aIQ. (999)

58-60 The letters “TRF” to identify this as a TRF raw

data fi le.

Problem Section

Second Card:


16-80 Problem Items 1-58 from TRF: 0-2. (9)

Third Card:


16-70 Problem Items 59-113 from TRF: 0-2. (9)


“UNV” to mark unverifi ed case, or “EDT” to mark

edited.


YASR & YABCL ASCII Data FormatThe fi le of YASR or YABCL ASCII data contains the following information. The column number for each item is

given, together with the range of possible values. Where applicable, the default missing value for each item (the

value stored if the informant gave no response) is given in parentheses following the description of the item. The

data are stored in three or four records (referred to as “cards”) per case.

YASR --ASCII data format-- (*.YAS)

Adaptive Functioning Section

First Card:




13 Sex: 1=Male; 2=Female

14-15 Age in years


17-22 aDate fi lled out: MMDDYY. (Blanks)

23-28 aDate of birth: MMDDYY. (Blanks)

29-30 aSubject=s socioeconomic status: User


31 Education: 1= No HS; 2=GED; 3=HS grad;

4=Some coll; 5=Assoc; 6=BA/RN;

7=Some grad; 8=Master; 9=PhD/Law;

0=Other. (Blank)

32-33 aAgency code: User selected code. (Blanks)

34 # of friends: 0=None; 1=1;

2=2 or 3; 3=4 or more. (9)

35 Times/month with friends: 0=less than 1;

1=1 or 2; 2=3 or more. (9)

36 Gets along w/friends: 0-2. (9)

37 Times invites friends: 0-2 (9)

38 In education program: 0=No; 1=Yes. (9)

39 Education A: 0-2. (9)

40 Education B: 0-2. (9)

41 Education C: 0-2. (9)

42 Education D: 0-2. (9)

43 Education E: 0-2. (9)

44 Paid job: 0=No; 1=Yes. (9)

45 Job A: 0-2. (9)

46 Job B: 0-2. (9)

47 Job C: 0-2. (9)

48 Job D: 0-2. (9)

49 Job E: 0-2. (9)

50 Job F: 0-2. (9)

51 Job G: 0-2. (9)

52 Gets along w/sibs: 0-4. (9)

53 Gets along w/mother: 0-4. (9)

54 Gets along w/father: 0-4. (9)

First Card (cont.)


55 Marital status: 0=Never; 1=W/spouse;

2=Widow; 3=Sep; 4=Div; 5=Other. (9)

56 Living w/partner: 0=No; 1=Yes. (9)

57 Spouse A: 0-2. (9)

58 Spouse B: 0-2. (9)

59 Spouse C: 0-2. (9)

60 Spouse D: 0-2. (9)

61 Spouse E: 0-2. (9)

62 Spouse F: 0-2. (9)

63 Spouse G: 0-2. (9)

64 Illness: 0=No; 1=Yes. (9)

65 Concerns: 0=None; 1=Concerns (9)

66-68 The letters “YAS” to identify

this as a YASR raw data fi le.

Problem Section

Second Card:


16-80 Problem Items 1-56j from YASR: 0-2. (9)

Third Card:


16-75 Problem Items 57-116 from YASR: 0-2. (9)

Fourth Card:


16-17 117. Tobacco use/day: 00-99. (Blanks)

18-20 118. Days drunk: 000-999. (Blanks)

21-23 119. Drug use: 000-999. (Blanks)


“UNV” to mark unverifi ed case, or “EDT” to

mark edited case.


YABCL --ASCII data format-- (*.YAB)

First Card:




13 Sex: 1=Male; 2=Female

14-15 Age in years


17-22 aDate fi lled out: MMDDYY. (Blanks)

23-28 aDate of birth: MMDDYY. (Blanks)

29-30 aSubject=s socioeconomic status: User


31-32 aParents= socioeconomic status: User


33 Education: 1= No HS; 2=GED; 3=HS grad;

4=Some coll; 5=Assoc; 6=BA/RN;

7=Some grad; 8=Master; 9=PhD/Law;

0=Other. (Blank)

34 Filled out by: 1=mother; 2=father; 3=other;

4=multiple, 5=spouse/partner. (Blank)

35-36 aAgency code: User selected code. (Blanks)

37-39 The letters “YAB” to identify this as a YABCL raw data fi le.

Problem Section

Second Card:


16-80 Problem Items 1-58 from YABCL: 0-2. (9)

Third Card:


16-70 Problem Items 59-113 from YABCL: 0-2. (9)

71 Problem Item 114 from YABCL: No=0;

Yes=1. (9)


“UNV” to mark unverifi ed case, or

“EDT” to mark edited case.



CBCL/2-3 ASCII Data FormatThe fi le of CBCL/2-3 ASCII data contains the following information. The column number for each item is given,

together with the range of possible values. Where applicable, the default missing value for each item (the value

stored if the informant gave no response) is given in parentheses following the description of the item. The data

are stored in two records (referred to as “cards”) per case.

CBCL/2-3 -- Output from DOS ENTER DATA-- (*.C23)

First Card:





14-15 Age in years




29-30 aSocioeconomic Status: User selected code.

(Blanks)

31 aFilled Out By: 1=Mother; 2=Father

32-33 aAgency code: User selected code.

(Blanks)

34-80 Problem items 1-47: 0-2 (9)

81-83 The letters “C23” to identify this

As a CBCL/2-3 raw data fi le.


Second Card:


1-15 Same as fi rst card (11-12, Card

number = 02)

16-68 Problems items 48-100:0-2(9)

14-15 The letters “END” to mark

verifi ed case, “UNV” to mark

unverifi ed case, “EDT” to mark

edited case.


C-TRF/2-5 ASCII Data Format

The fi le of C-TRF/2-5 ASCII data contains the following information. The column number for each

item is given, together with the range of possible values. Where applicable, the default missing value

for each item (the value stored if the informant gave no response) is given in parentheses following

the description of the item. The data are stored in three records (referred to as “cards”) per case.

C-TRF/2-5 --ASCII data format-- (*.T25)

First Card:





14-15 Age in years (leading 0)




29-30 aSocioeconomic Status: User selected code.

(Blanks)

31 aRole: 1=Teacher; 2=Caregiver,

3=Teacher/Caregiver. (Blank)

32-33 aTraining. User selected code. (Blanks)

34-35 aExperience. User selected code.

(Blanks)

36-37 aAgency. User selected code. (Blanks)

38-39 aType of facility. User selected code.

(Blanks)

40-41 aNumber of children. User selected code.

(Blanks)

42-43 aHours present. User selected code. (Blanks)

44-45 aMonths known. User selected code. (Blanks)

46 aKnow how well: 1=Not well; 2=Moderately well; 3=Very well. (9)

47 aReferred: 0=No; 1=Yes. (9)

48-50 The letters “T25” to identify this as a

C-TRF/2-5 raw data fi le.



SCICA Raw Data Format

The fi les of SCICA raw data created by the SCICA Program contain the following information.

The column number for each item is given, together with the range of possible values. Where

applicable, the default missing value for each item (the value stored if the informant gave no

response) is given in parentheses following the description of the item.

Card 1: Col. # Field Description

1-10 Subject ID# (Blanks)

11-12 Card Number 1: 01

13 Child’s Sex: 1=Boy, 2=Girl

14-15 Child’s Age in Years

16 aAge Group Items: 1=6-12, 2=13-18

17-18 Grade (Blanks)

19-24 Date Filled Out: MMDDYY, (Blanks)

25-30 Date of Birth: MMDDYY, (Blanks)

31 Ethnicity: User selected code. (Blank)

32-33 Parents’ Occupation: User selected code. (Blanks)

34-35 Interviewer: User selected code. (Blanks)

36-37 Rater: User selected code. (Blanks)

38-39 Agency: User selected code. (Blanks)

40-75 Items 1-36 (9)

76-78 The letters “SIA”to identify this as a SCICA Raw Data File




13 Child’s Sex


16-77 Items 37-98 (9)




13 Child’s Sex


16-76 Items 99-159 (9) (Converted data: 118-120 (8))




13 Child’s Sex


16-75 Items 160-219 (9)




13 Child’s Sex


16-43 Items 220-247 (9); Age Group Items = 1: 236-246 (8). (Converted data:

220-226 (8))

44-46 The letters “END” to mark verifi ed case, “UNV” to mark unverifi ed case,

or “EDT” to mark edited case.


aIf the Age 13-18 question at the bottom of the Demographics screen is answered “No” then

the somatic items (#228-235) are entered from page 4 and the Age Group Items field will

be shown as “1” (for Age 6-12). If the Age 13-18 question is answered “Yes” then both the

somatic items (#228-235) and adolescent items (#236-246) are entered from page 5 and the

Age Group Items field will be shown as “2” (for Age 13-18).

151

The norms and scales that are used to produce ASEBA profiles and cross-

informant reports are derived statistically from data collected periodically

in national surveys. These data are collected and analyzed using a particular

version of an ASEBA rating form, with items that may or may not be changed

from previous versions. The version of each form used in a survey is called the

Form Version. The set of norms and scales derived from each form used in a

survey is tied to the Data Version. The Form Version and Data Version are not

necessarily identical. When data are entered into ADM from any rating form,

its Form Version and Data Version are stored as part of the raw data. When an

entered form is scored, the set of norms and scales used to create the scores is

determined by the form’s Data Version.

When a new national survey occurs, the rating form used to collect data may

vary somewhat from an earlier form. Some items may be modified, added,

or deleted from scales. The new norms and scales reflect these changes, and

changes in the behaviors reported by the national sample.

You may want to score data entered from an earlier version of a rating form

using the latest norms and scales for that form type. This is possible but the

previously entered data must first be converted to reflect the items particular

to the newer version of the form. This means some previously entered data

will be deleted for items that have changed and there will be no data for new

items.

Important!

This is a one-way, permanent conversion.

Data cannot revert to its previous format.

Effects of Form Version Upgrade

The Form Version retains its original version, while the Data Version changes

to the new version. The upgrade cannot be reversed. Items that are new to the

upgraded form version will be marked as missing in the raw data. All forms

eligible for upgrade will be upgraded, unless selection criteria are applied (See

“Selection Criteria” below.)

31 ASEBA Form

Version Upgrade

ASEBA Form Version Upgrade152

Forms currently available for upgrade (January 1, 2003)

CBCL/2-3 converted to CBCL/1½-5:

Form Version: Remains 0699

Data Version: Changes from 1992 to 2000

Form type: Changes from C23 to C15

Items: #51, #79 - entered responses are deleted

C-TRF/2-5 converted to C-TRF/1½-5



Form type: Changes from T25 to T15

Item changes: None

CBCL/4-18 converted to CBCL/6-18



Form type: Remains the same (CBC)

Items: #2, #4, #5, #28, #78, #99 – entered responses are deleted

YSR converted to YSR



Form type: Remains the same (YSR)

Items: #2, #4, #5, #28, #78, #99 – entered responses are deleted

TRF/5-18 converted to TRF/6-18



Form type: Remains the same (TRF)

Items: #5, #28, #99 – entered responses are deleted

SCICA converted to SCICA



Form type: Remains the same (SIA)

Item changes: None

YASR converted to ASR



Form type: Changes from YAS to ASR

Items: #1, #5, #38, #44, #53, #55, #64, #72, #81, #83, #89, #99, #105,

#108, #113, #115-#123 - entered responses are deleted

YAS III.Job.g -> ASR Problem Item: #101

YAS #IV.a -> both Adaptive Functioning Items: #III.a and #III.b

ASEBA Form Version Upgrade 153

YABCL converted to ABCL



Form type: Changes from YAB to ABC

Items: #1, #22, #38, #44, #49, #53, #55, #58, #72, #73, #77, #83, #89,

#99, #105, #106, #108, #114-#121, #123 - entered responses are

deleted

Selection Criteria

You can choose the forms to upgrade by selecting the combination of criteria

that are important to you. Each item has a check box that turns the selection

item on and off. To add selection criteria limiting the number of forms to be

upgraded, check the box next to an item and then fill in the information for the

item.

Form Type

Check the box and then select which form type you want. You can select mul-

tiple form types to build a list of types to be upgraded or just select a single

form type to upgrade. Remove all form type selections from the box with the

Clear Form Type button.

Entry Date

Check the box and then enter a date range in the text boxes provided. If the

box remains unchecked, the entire date range of the ADM stored data will be

included. Be sure to make an entry for both the start and end dates. Remember

that this date is the date the form was entered into ADM, which may or may

not be the date the form was filled out.

Gender

Check the box and select Male or Female from the list provided. If the box

remains unchecked, both genders will be included.

Age Range

Check the box and enter a numeric age range in the boxes provided. Years is

the default can be used for all form types. Months can be selected to define the

age range entered for CBCL/2-3 and C-TRF/2-5. If no age range is indicated,

all ages for all eligible forms will be included.

Ethnicity

Check the box and select an ethnicity from the list provided. If no selections

are made all ethnicities will be included.

ASEBA Form Version Upgrade154

Agency

Check the box and select an agency from the list provided. Uncheck the box to

include all agencies in the form upgrade.

User-Defined Fields

The remaining selection criteria items are user-defined values. The titles dis-

played on these check boxes will be the user-defined definitions that were cre-

ated for your site. The first item in this group displays the user-defined values

for the Catalog list field. The remaining two items in the group display the

user-defined values for form entry (see File → Setup → Main).

Analysis

Analyze Button

The number of forms that met the selection criteria will be displayed.

Report Button

A report can be generated showing information about the forms that met the

selection criteria.

REMEMBER!!! THIS IS A ONE-WAY, PERMANENT CONVERSION.

Upgrade Button

After all the forms to be upgraded have been selected, the Upgrade button can

be selected to convert the data to the newer version. The status of the upgrade

process is displayed in the Status box.

Hint: Prior to converting your forms, as a precaution you may wish to use

Power Tools to create a Data Transfer file containing the forms you are about

to upgrade. If you converted a form in error, you can delete the converted form

and restore the preconverted form from the Data Transfer file.

155

Your system administrator should implement some type of regular backup

system—to tape, removable disk, or other media: create an ADM Data Trans-

fer file—so that your data can be recovered in case of mishap.

All data for ADM is stored in databases. Databases can become corrupt for a

variety of reasons, all of them external to ADM. These include users deleting

or editing files directly instead of through the ADM interface, problems with

hard disks or other computer media, and possible computer virus infections.

These files need regular maintenance to perform optimally. Two utilities to

accomplish this are provided with ADM.

Database Validation

Database Validation can be started at any time, as long as no other users are

logged into ADM. The database structure is validated and minor repairs to the

structure are completed automatically if needed. Such repairs are indicated to

the user by displaying the messages “Database repaired” and “Continuing Vali-

dation.” If all the errors are corrected, the screen displays the message “Opera-

tion Complete.” If no errors are encountered, the screen simply closes.

If any errors could not be repaired, the screen displays the message “Operation

aborting . . .” along with suggested remedies.

Registered users can contact ASEBA technical support for further assistance if the

suggested remedies for corrupt databases do not work out to their satisfaction.

Catalog Maintenance

When users delete an individual from the Catalog or delete an individual’s

forms, those records are permanently removed from the Catalog and cannot

be restored at a later time. To maintain data integrity after individuals or forms

have been deleted, it is recommended that Database Maintenance be requested

on a routine basis. Database Maintenance can be run by any user.

Maintenance32

The fi rst and best defense to assure

ADM’s database integrity is a regular system

backup to reliable media.

156

Used in conjunction with the School-Age module, the Client-Entry module

allows a parent, youth, or teacher to enter responses to CBCL, YSR, or TRF

items directly into ADM using a computer workstation. All items that appear

on a CBCL, TRF, or YSR paper form have exact counterparts in the Client-

Entry module.

NOTE: With both the Client-Entry and the School-Age modules for ADM

version 3.x and higher, you have the option to choose the earlier versions of

the CBCL, TRF, and YSR (referred to in this manual as Legacy forms, Data

version = 1991) for client-entry sessions. You may choose this option if you

are doing a research study and you wish to retain those items that have been

changed in the 2001 version of these rating forms. Legacy forms will normally

be scored using the 1991 norms.

The client-entry respondent may enter responses for all items in one sitting

or may be permitted to return at a later time to resume the entry session. A

respondent may resume entry as often as is necessary until the entry has been

assigned a status of “Complete.”

The Test Administrator

A client-entry session must be initiated by an authorized person who is allowed

access to ADM. When an entry session is ended, an authorized person saves

the entered responses and assigns a status based on the degree of completion.

One or more persons in a facility may be assigned this role. In this chapter, any

person serving this function is referred to as the Test Administrator. Instruc-

tions in this chapter are directed to the Test Administrator.

ADM & System Security

ADM provides a level of security for workstations used for client-entry to

prohibit respondents from gaining access to other areas of the machine. Cer-

tain practices implemented by the Test Administrator can increase that level of

security. To maximize security we recommend the following:

• For Windows95 and Windows98 machines, limit machine access by

implementing the use of passwords (see note below). Passwords are

33 Entering & Editing

Client Data

Entering & Editing Client Data 157

automatically implemented for access to Windows NT machines. If the

computer CPU is physically accessible to the respondent, the respon-

dent can power off the machine and then attempt to gain access by pow-

ering on the machine. A password requirement will foil this attempt.

NOTE: Because Windows95 and Windows98 do not offer password protec-

tion, utilizing a third-party application is the easiest way to password-protect

these machines. Many password utilities are available, such as WorkStation

Lock, version 3.1, 2000 (http://posum.com/ ordering.html). We do not endorse

any particular third-party password protection program.

• Turn off all other programs so that ADM is the only program running

during client-entry.

• The Test Administrator must complete the required information on the

Administration & Setup window and not allow the client access to this

window.

• A special key-sequence is used to end a client-entry session. The Test

Administrator must not make this key-sequence known to the respon-

dent.

As soon as a client-entry session is opened, the respondent and the Test Admin-

istrator are locked out of access to the main ADM program as well as other

programs running on the workstation including Windows system programs.

This functionality is restored to the machine after the Test Administrator has

closed the entry session.

Starting a Client-Entry Session

New Entry Session

In the Catalog, select the name of the person who will be the target of the

client-entry session. Open the Catalog Forms screen. To begin a new client-

entry session, click the New button. A small window appears displaying a list

of the form modules that your facility has purchased. To run the Client-Entry

module, the CBCL, TRF, and YSR forms must be present in the list. Below

the list a checkbox labeled Client-Entry session will be visible, indicating

that your facility has purchased the Client-Entry module. Select CBCL, TRF,

or YSR, choose Client-Entry session, and click on the Select button. The

Administration & Setup window for Client-Entry will display.

Resume a Previous Entry Session

In the Catalog, open the Catalog Forms screen. Data entered through the Client-

Entry module are marked with a “C” in the Origin column (left-most column)

of the forms list. Highlight the entry to be resumed and select the Resume

button. The Administration & Setup window for Client-Entry will display.

Entering & Editing Client Data158

NOTE: Only those entries with a status of Incomplete can be resumed. Once

an entry has been designated as Complete, the respondent can no longer have

access to the entry.

Interrupting an Entry Session

It may be necessary to interrupt an entry session before the client has entered

responses for all items. A special key sequence has been provided to allow

only authorized persons such as the Test Administrator to interrupt entry. Press

CTRL-HOME simultaneously at any time during entry to interrupt the entry

session.

The termination key-sequence, CTRL-HOME, is for the Test Administra-

tor’s use only. This key-sequence can restore access to the main ADM pro-

gram. The respondent must not be given the termination key-sequence!

Save Incomplete

The entered responses will be saved as an incomplete entry and the Main Desk-

top displays again. The Test Administrator can initiate an entry session at a

later time that will allow the respondent to resume and complete entry.

Continue Entry

The most recent entry window is displayed again and entry can continue.

Abort & Exit

This selection is available only for new entries, not resumed entries. All

responses just entered are erased and the Main Desktop displays again.

Administration & Setup

The Test Administrator should initiate each entry session. Identifying informa-

tion about the client may be entered. Settings may be selected to optimize the

entry session for the respondent.

The respondent should not be allowed access to the Setup window. If the

Cancel button is selected, access to the main ADM program is restored.

NOTE: The entry settings selected for a resumed entry session may be differ-

ent than the settings that were selected for the initial entry session. Responses

entered previously will not be affected by these new entry settings.

ID

This field is display only. The unique ID is entered on the Identification screen

of the Catalog.


Eval ID

A code can be entered to provide a unique identifier for this form.

Nickname

Many questions include the child’s name. To personalize the questions for the

respondent, the child’s nickname can be used rather than a more formal first

name.

Birthdate

This field is display only. The birth date is entered on the Identification screen

of the Catalog. It is used with the Date Filled field to calculate age.

Date Filled

This date is automatically loaded with the current system date. It will be used

to calculate the child’s age based on the date of birth previously entered in the

Catalog. This date will be recorded as the date of entry. If this date is incorrect,

the correct date should be entered. Entering a date here will not change the

system date on the machine in use.

Child’s Age

REQUIRED

If a date of birth was entered for the child in the Catalog, the child’s age is auto-

matically calculated. The Test Administrator may enter a different age if desired.

Respondent Information

REQUIRED

The respondent’s first or last name must be entered. The respondent’s gender

and relationship to the child may also be entered.

Education

The education level for the child may be selected.

Agency

If a list of agencies has been created for the facility, an agency may be

selected.

Clinician’s Name

If a list of clinicians has been created for the facility, a clinician may be

selected.

User-defined field 1

If a user-defined category has been created for the facility, a selection from the

list may be made.


User-defined field 2

If a second user-defined category has been created for the facility, a selection

may be made from this list.

Entry Options

Enter Problem Items Only

To reduce entry time, the Test Administrator may choose to eliminate entry of

Competence (CBCL & YSR) or Adaptive Functioning (TRF) items. The open-

ended comment items in these sections will also be omitted.

NOTE: For a resumed entry session, this may be a desirable choice if Com-

petence or Adaptive functioning items were completed during the initial entry

session. After the demographic windows, entry will go immediately to the first

Problem item.

Omit Open-ended Competence & Adaptive Functioning Items

The Test Administrator may choose to include Competence or Adaptive Func-

tioning items, but may wish to omit the open-ended comment items.

Help button

A Help window is available that briefly describes each selection on the

Administration & Setup window. Selecting Done from the Help window will

redisplay the Administration & Setup window.

Next button

After the Test Administrator has completed the administration information and

selections, the respondent may begin the entry session. The Administration &

Setup window closes and the Entry Help windows are displayed next.

NOTE: To avoid unauthorized use of the Administration & Setup window,

it is not possible to return to the window to change settings after Next has

been selected.

Cancel button

Abandon selected settings and return to the ADM Main Desktop.

Entry Help Windows

Help windows for the respondent are always displayed at the beginning of

each entry session and are also available from all entry screens. These win-

dows describe briefly the different types of entry modes that are used by the

Client-Entry module. Practice areas are provided for each type of entry. The

End Help action button can be used to terminate the Entry Help windows at


any time. The Help Again button allows the respondent to cycle through the

Entry Help windows again.

NOTE: It is strongly recommended that the Test Administrator give a brief

demonstration of the different entry modes to respondents who have had little

experience with computers.

Data Entry Windows

Item screens are presented to the respondent in a sequence closely resembling

the order of items found on the CBCL, YSR, and TRF paper rating forms.

All Problem items are presented individually, each with the option to add a

comment. Competence and Adaptive Functioning items are presented either

individually or as a group of related items. All response selections appear

in textual form rather than as the numeric ratings that are used on the paper

forms. Comments are permitted for those items that allow comments on the

paper forms.

The buttons that are offered may vary depending on the type of screen cur-

rently displayed. If an action is disabled, the button will appear in faded text.

Next button

All responses will remain as they appear on the screen. The next window in the

series will be displayed.

Previous button

Generally, the last window viewed will again be displayed with the responses

that were selected during its previous viewing. An exception to this action is

noted in the Competence section below.

Add/See Comment button

The respondent may enter additional information for an item on any window

offering the Add Comment button. On some windows, a Yes response will

automatically open the comment box for entry. On other windows, a reminder

may appear to prompt the respondent to enter a comment. If a comment has

been entered for an item the button changes to See Comment.

Erase Comment button or Erase button

The typed comment will be cleared. It is not possible to restore an erased com-

ment. The respondent must enter the comment again.

Done button

This action button closes a comment box window. It also replaces Next on the

last window for the entry session.


If the Test Administrator chose to have the respondent enter only Problem

items (Enter Problem Items Only selected on the Administration & Setup

window), the first Problem item will be presented. Otherwise, the next series

of windows presents questions about competence (CBCL, YSR) or adaptive

functioning (TRF).

Competence (CBCL & YSR)

Two windows will progress through four repetitions. The first window (the

list window) asks for a list of the child’s/youth’s sports, activities, groups, and

jobs. The second window (the rating window) asks for a rating of the child’s/

youth’s involvement in each of these categories.

The list window provides specific instructions and examples for the category

of information being requested. The respondent types up to three entries in the

text lines provided, or selects None if the child/youth does not participate in

the requested category.

NOTE: To type an entry after None was selected, None must first be deselected.

When entry is completed, the respondent selects the Next button to proceed.

If no category entries are made, the list window for the next category appears.

Otherwise, the rating window appears.

The child’s/youth’s involvement may be rated for each entry. The rating

window displays each entry, one at a time, for the category just requested. A

box at the top of the rating window displays the category and the entry. The

respondent selects the child’s/youth’s involvement in the displayed entry then

selects the Next button to proceed. The rating window displays again for the

next entry until all entries made for that category are rated. The list window

displays for the next category. This cycle continues until all four categories are

completed.

NOTE: The Previous button acts differently for these pairs of windows than

for all other windows. The button is disabled for the very first list window

of the series (sports category) since there is no previous window to display.

If the list window for the activities, groups, or jobs category is currently dis-

played, selecting this button returns to the list window for the previous cat-

egory, bypassing the previous series of rating windows. If a rating window

is displayed, each previous rating window will redisplay until a list window

displays. The Next button will pass through each list window and all associ-

ated rating windows in order.

Following the four cycles just described, a sequence of screens is displayed

that asks about the child’s/youth’s relationship with family and friends, each

with a single radio button list. The one exception is the first window presented


in the sequence. If No brothers or sisters is selected, the radio button list

cannot be accessed until the check box is deselected.

The next window in the Competence series is the Academic Performance

window. A list of common academic subjects is displayed, each with a rating

scale from Failing to Above Average arranged as a horizontal radio button

list. The respondent rates only those subjects that the child/youth takes or has

recently taken.

NOTE: The Academic Performance window appears only for those children

who are 6 years of age and older.

Following the Academic Performance window, a series of windows request

Yes or No responses. A Yes response to any of these questions automatically

displays a comment box requesting further information for the item. At times,

a second comment box may automatically display immediately following the

initial comment box. The prompt at the top of the comment box explains what

information is being requested.

The Add Comment button may be selected to enter more information for the

item regardless of the response. For example, the respondent selects No but

feels that an explanation would be useful. Upon exiting the comment box, the

originating window redisplays.

If the Test Administrator chose to Omit Open-ended Competence & Adap-

tive Functioning Items on the Administration & Setup window, the Compe-

tence section is now completed. Otherwise, two large comment boxes allow

the respondent to add general information about the child. A prompt at the top

of each comment box explains what information is being requested.

The Competence section is now completed and the Problem section begins.

Adaptive Functioning (TRF)

Each of the first two Adaptive Functioning windows requests responses for two

items. The initial Adaptive Functioning item is a 2-digit text line. Responses for the

remaining items on the first two windows are selected from radio button lists.

Following these windows, several windows request Yes or No responses. A

Yes response to any of these questions automatically displays a comment box

requesting further information for the item. The prompt at the top of the com-

ment box explains what information is being requested.

The Add Comment button may be selected to enter more information for the

item regardless of the response. For example, the respondent selects No but

feels that an explanation would be useful. Upon exiting the comment box, the

originating window redisplays.


The next window in the Adaptive Functioning series is the Academic Perfor-

mance window. A list of blank text lines is presented, each with a rating scale

from Far below grade to Far above grade arranged as a horizontal radio

button list. The respondent types only those academic subjects that the pupil

takes or has recently taken and rates each subject before entering another.

Several windows follow that present single radio button lists for responses,

including another window with an attached comment box.

If the Test Administrator chose to Omit Open-ended Competence & Adap-

tive Functioning Items on the Administration & Setup window, the Adaptive

Functioning section is now completed. Otherwise, three large comment boxes

allow the respondent to add general information about the pupil. A prompt at

the top of each comment box explains what information is being requested.

The Adaptive Functioning section is now completed and the Problem section

begins.

Problems (CBCL, YSR, & TRF)

The Problem window displays simple instructions at the top of the screen. In

the center of the window, a numbered Problem item is displayed that corre-

sponds to the numbered Problem item on the paper rating form. This numbered

item changes as the respondent moves forward and back through the series of

Problem items. Below the Problem item is a radio button list that is identical

for the first 112 Problem items.

Comments may be entered in individual comment boxes for all Problem items

by selecting the Add Comment button. For some items, more detailed infor-

mation is desirable. These items correspond to those items on the paper rating

forms that offer an area to describe the behavior more fully. When these items

are active in the Problem window, a message appears to prompt the respondent

to enter a comment.

CBCL & TRF Last Problem

The last Problem window provides three comment boxes, each paired with a

radio button list, to describe and rate behaviors that were not described in the

previous items.

If No other problems is selected, the comment boxes and radio button lists are

no longer accessible. To access these areas, No other problems must first be

deselected. If there are additional behaviors to describe, the respondent acti-

vates the first comment box. After the entry is finished, the respondent presses

the Enter key to exit the box, thus activating the corresponding radio button

list, or clicks on the selection of choice in the radio button list. A radio button


list cannot be accessed unless text has been entered in its comment box.

The respondent continues to activate other comment boxes as needed.

To remove one or more comments, the respondent selects the Erase Comment

button. A window appears allowing selection of the first, second, and third

comments to be erased simultaneously. After a comment has been erased, the

selected radio button for that comment clears.

If the respondent enters and rates additional problems, the program automati-

cally assigns the highest rating entered to item 113. Prior to scoring this form,

the Test Administrator should use the Edit function in the Catalog Forms area

to review the comments entered for items 113a, 113b, and 113c to decide how

item 113 should actually be rated.

YSR Last Item

Following Problem item 112, a comment box is displayed for the youth to

enter additional information. However, if the Test Administrator chose to Omit

Comment Items, this comment box will be skipped.

Completing Client-Entry

When the last Problem window has been completed, the respondent may review

responses for all Problem items and Competence or Adaptive Functioning items

by selecting the Previous button. Otherwise, the respondent selects Done.

If some Problem items have been skipped, a warning window appears that

reports to the respondent the number of missed Problem items. Competence

and Adaptive Functioning items are not monitored for completion.

Return to Problems

Each of the missed items will be displayed in sequence on the Problem window

as they were originally displayed. If the Next button is selected, the next miss-

ing item is displayed. If the Previous button is selected, all previous items may

be viewed. Selecting Next again will display the next missing item.

Finished

When all Problem items have been entered or the entry has been declared com-

pleted, the closing window appears.

Although the respondent has decided that entry is completed, responses

are not saved until the test administrator declares the entry completed.

Saving the Entry

The Test Administrator clears the closing window above by simultaneously


pressing special key-sequence, CTRL-HOME. The Test Administrator’s final

window reports the number of Problem items left unanswered.

NOTE: If more than 8 Problem items are unanswered, a warning message

appears to remind the Test Administrator that validity may be compro-

mised.

Return to Problems

The Test Administrator can opt for the client to return to Problems entry to

complete those items that are missing. Each of the missed items will be dis-

played in sequence on the Problem window as they were originally displayed.

If the Next button is selected, the next missing item is displayed. If the Previ-

ous button is selected, all previous items may be viewed. Selecting Next again

will display the next missing item.

Save Incomplete

Save all entered responses now. The entry is assigned a status of “Incomplete,”

allowing the respondent to resume entry later to complete entry.

Save Complete

All entered responses are saved and the current date is stored as the date of

completion. The entry is assigned a status of “Complete.” The respondent will

not be able to complete unanswered items later.

Editing Client-Entry Data

Responses made by the respondent can be viewed and corrections made as

needed. This process is similar to the screening recommended for paper rating

forms prior to their entry into ADM. Refer to Chapter 10 for guidelines to

decide whether specific items deserve to be scored as the respondent rated

them based on comments or other information the respondent provided.

Both Complete and Incomplete client-entry forms can be edited. From the

Forms List on the Catalog Forms screen, select the Edit button. The screens

that display the client-entry responses are very similar to key-entry screens. All

information that the respondent entered during the client-entry session can be

viewed.

Items for which comments were entered are highlighted in blue. Click on the

blue area to open the Comment View box. Comments cannot be modified.

Competence information can be reviewed and modified. For example, if the

respondent listed Reading as a sport, this response can be removed. Follow the

specific directions found in the Help on the Competence screen.


Save edited client-entry data by selecting the Save button. Editing client-entry

data does not change its Status in the Forms List. If the respondent resumes an

incomplete client-entry session, any modifications made in the editor will be

part of the resumed session.

168

IMPORTANT

The ADM Scanning module is compatible with CBCL/6-18, TRF/6-18, and

YSR scanforms marked ‘2001 edition’ and with CBCL/4-18, TRF/5-18, and

YSR scanforms marked ‘6-99 edition.’

If you do not see Scanning as a choice on the ADM Menu Bar, the Scanning

module has not been installed. See Install.txt on the ADM Installation CD for

instructions about how to install your Scanning module.

The ADM Scanning module is designed to run as an adjunct to compatible

third-party scanning software. Compatible scanning software:

ScanTools

Scanbook

TELEform

NOTE: Scan Shop was supported in earlier versions of ADM but is not sup-

ported in ADM version 3.0 and higher.

Before configuring your ADM Scanning module, install your third-party scan-

ning software. Note the folder in which the scanning software executable file

is installed.

Setting Up for Your OMR Scanning Software

From the ADM menu bar, select Scanning → Job Configuration, then click

the New button.

New button

Click the New button to activate the fields in the Scanner Software Setup sec-

tion. Some fields in the Scanning Job Setup section are automatically filled

when this button is clicked. These fields will be described later.

Scanner Software Setup

A list is displayed of the OMR scanner systems supported by ADM. Select

your third-party scanning software from the list.

Setting Up the

Scanning Module

34

Setting Up the Scanning Module 169

Scanbook (older 16-bit version)

Scanbook (32) (current 32-bit version)

ScanTools

NOTE: TELEform users see instructions below.

Location

Browse to the folder that contains the executable file for your third-party scan-

ning software and select the .EXE file for your scanner application:

SCANTOOLS -- C:\SFW\ or where SFW.EXE or SFWAPPL.EXE is

located

SCANBOOK -- C:\SBW\ or where PROCESS.EXE is located

SCANBOOK (32) -- C:\SBW32\ or where SBW32.EXE is located

Setting Up Scanning Jobs

You can scan your ASEBA forms by running your scanning software outside

of ADM or you can create one or more scanning job configurations that will

enable ADM to start your scanner software automatically from within ADM.

An ADM scanning job contains information that your third-party scanning

software and ADM require to successfully scan ADM forms.

Click the New button to add a new job configuration.

Destination

After your third-party software has scanned the forms, the files containing the

scanned data will be stored in the destination folder. When you first clicked

the New button, ADM automatically assigned the destination relative to where

ADM is installed. As soon as you selected your third-party software in the

Scanner Software Setup section, the destination was changed to the ADM

default folder specific for that software. If you want to define a different desti-

nation folder, you can enter a different path.

Default button

Restore the destination folder to the path provided by ADM.

Form type

Each form type (CBCL, TRF, YSR) has a separate configuration file that your

third-party scanning software uses to interpret the bubbles on the scanforms.

You can set up a separate job configuration for each form type. Alternatively,

you may set up a single job configuration for all form types for software that

allows the ANY option.

Setting Up the Scanning Module170

SCANTOOLS – the form type will always be ANY (All three form defi-

nitions, CBCL, TRF, and YSR, are included for both 6-99 and 2001

editions.)

SCANBOOK – if you select ANY, you must interact with the Scanbook

software for each scanning session to manually select the configura-

tion file for the type of form you are about to scan. Alternatively, you

can automate your scanning session by creating a job configuration

for each form type. When you start a scanning job from within ADM,

you will select the job configuration for the type of form you are about

to scan.

SCANBOOK 32 – the form type will always be ANY. You must inter-

act with the Scanbook (32 bit) software for each scanning session to

manually select the configuration file for the type of form you are

about to scan.

Automatic

For ScanTools only

Select Automatic to avoid excessive interaction with the ScanTools software

for each scanning session. ScanTools will automatically load the correct con-

figuration files, start the scanning process, and automatically load the scanned

data within ADM for the next step. If Automatic is not selected, ScanTools

opens and you may have to select the correct configuration files to start the

scanning process. After the scanning session, you will have to load the scanned

data from within ADM → Scanning → Load Scanned Data.

Edition

Set to 2001 for Scanbook 32

ADM supports scanning from the current and earlier editions of ASEBA scan-

forms. Select the edition specific for the scanning job you are configuring. You

may create separate job configurations for both editions if you are scanning

both current and older scanforms.

Details button

Behind the scenes. When you select a particular SBW 16 form and edition and

press Scanning → Scan, ADM modifies the job file for that form and edition to

specify where SBW should get the files it needs (.bkt and .800) and where to

put the output (...\ADM\Scanner\Output\Scanbook\). To see where the .job file

is stored, click on Details (...\ADM\Scanner\Input\Scanbook\).

Scan Job Descriptor

When the New button is clicked a new job configuration is automatically cre-

ated with a generic name ( [New Name][date][time] ) which is displayed in the

job configuration table under Scan Job Descriptor. After you have made your

configuration selections, you can change the name of the job configuration to a


name that is meaningful to you and that describes the contents of the configu-

ration. For example: Smith-Auto for John Smith’s ScanTools configuration or

Scanbook-TRF for your facility’s TRF configuration.

Delete button

Remove job configurations using this button.

ScanTools

ScanTools

First install the ADM scanning “application” in ScanTools.

Start ScanTools from outside of ADM.

From the ScanTools menu, choose Configure → Install Application → browse

to ...\ADM\Scanner\Input\Scantool\

For 2001 form versions (CBCL/6-18, TRF/6-18, YSR), select the files

Adm2001.$cp

Adm2001.$ep

Adm2001.dat

Z211.sds

For pre-2001 form versions (CBCL/4-18, TRF/4-18, YSR), select the files

Adm699.$cp

Adm699.$ep

Adm699.dat

Z699.sds

Click OK to install the ADM scanning application for the School-Age forms.

From the ScanTools menu, check to see that the converted data file will be

sent to SFW\DATA. While the ADM 2001 211 or ADM 6-99 699 application

is selected in the Application window, select Configure → Paths. Be sure that

the data path is set to …\SFW\DATA.

Location

Browse to the folder that contains SFW.EXE or SFWAPPL.EXE.

When you click OK at the end of the browse, ADM looks for the adm2001.ctx

file. If it is not there it copies the adm699.ctx file and the adm2001.ctx file.

Destination

Let ADM select the destination for you by clicking Default.

...\ADM\Scanner\Output\Scantool


Note: After scanned data are loaded, the files are copied to ...\ADM\Scanner\

Output\Scantool\Filedone and are renamed with the date and time.

Automatic (works with ScanTools only)

Select Automatic to avoid interacting with the SFW software for each scan-

ning session. ScanTools will automatically load the correct configuration files

(ADM copies a file called adm2001.ctx or adm699.ctx to wherever you told

it to find the ScanTools executable, SFW.EXE or SFWAPPL.EXE.) When

ScanTools stops running, the scanned data will be loaded into ADM automati-

cally. You will still have to click on Process Scanned Data.

“Automatic” will load the appropriate form definitions into SFW and will

begin the scanning process.

ADM will try to read scanned data from the …ADM\Output\Scantool\ folder

when SFW is closed and control returns to ADM.

Set up your SFW to resemble these settings:

Data fi le: adm2001.dat

Edit profi le: adm2001.$ep

Score profi le: *None*

Conversion profi le: adm2001.$cp

For the following settings, start at SFW → Options→ Scanning Options


In Options → Scanning Options, set

Data File: Current

Edit Profile: Current

Score Profile: None

Convert Profile: Current

Converted File: adm2001.sdf


In Options → Edit Options, set

Edit all records in data file

In Options → Conversion Options, set

Output File: adm2001.sdf

* Replace

If Automatic is not selected, ScanTools opens, and you must manually select

the correct “application” and start the scanning process. You must also load the

scanned data from within ADM → Scanning → Load Scanned Data.

Errors: If SFW doesn’t seem to load with the appropriate “application” and

settings, see that the file adm2001.ctx or adm699.ctx has been copied to the

folder where SFW.EXE is located. You can copy the CTX file by hand from

…\ADM\Scanner\Input\Scantool to the folder containing SFW.EXE.

Scanbook

Note: All versions of Scanbook produce .TXT files.

Scanbook (16 bit version of Scanbook)

Copy all the files from ..ADM\Scanner\Input\Scanbook to

…\SBW\BOOKLETS.

16 Bit Scanbook software can read the 2001 version forms:

CBC2001.JOB

CBC2001.BKT

CBC20011.800

CBC20012.800


TRF2001.JOB

TRF2001.BKT

TRF20011.800

TRF20012.800

YSR2001.JOB

YSR2001.BKT

YSR20011.800

YSR20012.800

16 Bit Scanbook software can read the pre-2001 forms using:

CBC.JOB

CBC699.BKT

CBC699_1.800

CBC699_2.800

TRF.JOB

TRF699.BKT

TRF699_1.800

TRF699_2.800

YSR.JOB

YSR699.BKT

YSR699_1.800

YSR699_2.800

Configuring the job as Scanbook (ANY) will start SBW.EXE with no particu-

lar form loaded.

Configuring the job as Scanbook (CBC2001) will start SBW.EXE with

CBC2001.JOB loaded, ready to read CBCL/6-18 (2001) forms. Configuring

the job as Scanbook (CBC) will start SBW.EXE with CBC.JOB loaded, ready

to read CBCL/4-18 (6-99) forms.

Configuring the job as Scanbook (TRF2001) will start SBW.EXE with

TRF2001.JOB loaded, ready to read TRF/6-18 (2001) forms. Configuring

the ADM job as Scanbook (TRF) will start SBW.EXE with TRF.JOB loaded,

ready to read YSR/5-18 (6-99) forms.

Configuring the job as Scanbook (YSR2001) will start SBW.EXE with

YSR2001.JOB loaded, ready to read YSR/11-18 (2001) forms. Configuring

the ADM job as Scanbook (YSR) will start SBW.EXE with YSR.JOB loaded,

ready to scan the YSR/11-18 (6-99) forms.

In each of the CBC, TRF, YSR configurations for Scanbook (16 bit), when

control returns to ADM, any files in the \Scanbook\ folder will be loaded into

ADM.


Scanbook 32-Bit (SBW32)

Scanbook (32) (the 32-bit version)

Copy all the files from ..ADM\Scanner\Input\Scanbk32 to …\SBW32\.

32 Bit Scanbook software can read the 2001 forms using:

CBC32_2001.JOB

CBC20011.sh

CBC20012.sh

TRF32_2001.JOB

TRF20011.sh

TRF20012.sh

YSR32_2001.JOB

YSR20011.sh

YSR20012.sh

ADM comes with form definitions for our 2001 forms only. If you want to scan

pre-2001 forms with SBW32, you will need converted .800 files from the 16-

bit version of SBW.

The illustration above shows SBW32.EXE loaded with the job to read 2001

CBCL/6-18 forms.


It is up to the user to load the appropriate job in SBW32 and to direct the output

to …\ADM\Scanner\Output\Scanbook, which is where ADM will be looking

for the scanned data files (TXT) when control returns to ADM and ADM →

Scanning → Options is set to [v] automatically load scanned forms.

Note: After scanned data are loaded, the files are copied to ...\ADM\Scanner\

Output\Scanbook\Filedone and are renamed with the date and time.

Below is the SBW32 Job Properties screen with the correct output path speci-

fied.

It doesn’t matter what you name the output file, as long as the extension is

.TXT.

Even if .SDF is selected as the file type to be loaded, the automatic processing

will load .TXT files upon return to ADM form SBW32.

Scan Shop

Scan Shop is no longer supported for automatic processing. Follow the

instructions in your Bubble Publishing documentation. The files for scanning

pre-2001 CBCL/4-18, TRF/5-18, and YSR/11-18 will be found in …\ADM\

Scanner\Input\Scanshop. ADM 3.0 and higher does not support Scan Shop

scanning for 2001 version forms.


The older 699 form configuration may still work with ADM 3.0 and higher, but

the user is responsible for getting the scanned data in .sdf format to …\ADM\

Scanner\Output\ in order to Load Scanned Data from within ADM.

TELEform Scanning Setup

Important!

The ADM scanning module requires TELEform Designer, Version 7 or greater.

ADM comes with form defi nition fi les for the 2001 version forms, CBCL/6-

18, TRF/6-18, and YSR/11-18 and for pre-2001 forms, CBCL/4-18, TRF/5-

18, and YSR/11-18 scanforms. These fi les must be loaded into TELEform.

1) Run TELEform Designer

2) The definition files are found in ...\Scanner\Input\Teleform\

(The files may be compressed in TF2001.zip. Use your unzip utility to

extract the files.)

ADM_CBC_2001 (TF32322.TFW)

ADM_TRF_2001 (TF32342.TFW)

ADM_YSR_2001 (TF32362.TFW)

ADM_CBC (TF32321.TFW)

ADM_TRF (TF32341.TFW)

ADM_YSR (TF32361.TFW)

NOTE: If these files are not found in ...\Scanner\Input\Teleform\, go to the

Scanning → Options screen and click on [Reset].

You can tell which form you are using by looking at the Form ID block at the

lower right and upper left of the TELEform form sheets. These numbers cor-

respond to the numbers in the TF filenames above.

Check to see that the Primary Export Script is set to SDF_OUT. This will

allow TELEform to create a .SDF file that can be loaded into ADM. You can

then process the scanned data, add a new person to the Catalog, add forms for a

person entered into ADM previously, or score the form, print a profile or cross-

informant report, and export scored data to a file of your choosing.

Primary Export Script (for 2001 and pre-2001 forms)

Open a form in TELEform Designer. From Utilities → Export Scripts open

the skeleton script provided. Delete all the function stubs by selecting all the


text in the blank script. Then open ...\Scanner\Input\Teleform\SDF_OUT.TXT

in the Windows NotePad. Highlight all the text in SDF_OUT.TXT. From

NotePad’s Edit menu, choose Copy. This will place all the text in the Windows

clipboard buffer. Then switch back to the open Edit Script window and paste

the material in the buffer into the export script editor.

File → Compile

File → Save As → SDF_OUT

These steps will create a new export script named SDF_OUT.TFS. Compile

the script to check to see if you copied the code correctly. Then Save the file

again. Close the Export Script Editor and save the form.

Now the SDF_OUT export script will be available for each of the TELEform

form definitions.

Use TELEform’s primary auto-export script to send scanned data to ...\ADM\

Scanner\Output\, where ADM can load it.

NOTE: After scanned data are loaded, the files are copied to ...\ADM\Scanner\

Output\Filedone and are renamed with the date and time.


To set up a TELEform primary auto-export, select Form → Primary Auto-

Export Setup from the Designer menu.

Since TELEform can run in the background, ADM cannot automatically detect

when form data have arrived in ...\Scanner\Output\Teleform\. When you wish

to load scanned data you will have to do so manually from Scanning → Load

Scanned Data.

Some users may wish to take advantage of TELEform’s ability to create sec-

ondary auto export. This will allow you to send raw scanned data to some

process other than ADM. You may choose to handle user-defined fields on the

forms with secondary auto export.

181

Important!

The ADM Scanning module is compatible with CBCL/6-18, TRF/6-18, and

YSR forms marked ‘2001 edition’ and with CBCL/4-18, TRF/5-18, and YSR

forms marked ‘6-99 edition.’

Before you can scan our scanforms, you must set up your scanner and scanner

software to recognize the ADM format files. Chapter 34 tells you how to set up

the scanning module and prepare your third-party software to scan our forms.

After you have configured your scanning system to recognize our scanforms,

you can select options to apply to every scanning session. Once these options

have been set, your scanning sessions will be as automated as possible.

Scanning Options

The Scanning Options screen allows you to set parameters that control the

functionality of the scanning process and the loading of scanned data into the

ADM system.

Scanning Form Options

ID Match Required

This option allows you to control the integrity of the data produced by the

scanning process. ADM comes with ID Match Required set On.

The ID is required to be filled in on each scanform prior to scanning. Because

names cannot be scanned in from the scanform, the ID is the only way to iden-

tify a child.

Each ID must be unique to a child. To be assured that the ID on a scanform

matches a particular child, select ID Match Required. For each new child, add

the child to the Catalog and assign an ID prior to scanning. ADM will prohibit

the loading of scanforms with IDs that are not in the ADM system. When you

view information from the scanned forms prior to processing, you can verify

the name of the child that appears in the display table.

Scanning CBCL,

TRF, & YSR

School-Age Forms

35

Scanning CBCL, TRF, & YSR School-Age Forms182

If this option is not selected, any scanforms with an ID will be loaded into the

ADM system. For forms with IDs not in the ADM system, you can enter the

child’s name directly into the display table. CAUTION!! It will be possible for

one child to have data linked to multiple IDs. Cross-Informant reports cannot

include forms linked to multiple IDs.

ID Symbol Substitution for Embedded ID blanks

The scanform ID bubbles allow only digits. If your ID numbering system uses

another symbol such as (-) for Social Security numbers, ADM can substitute

this symbol for any blanks embedded in the bubbled ID field. Symbol substitu-

tion affects only the ID field.

Symbol for Substitution

ID Symbol Substitution (above) must be selected. Enter the single character

that will be substituted for embedded blanks in the ID.

For example:

Your facility uses Social Security numbers for IDs. Enter a dash (-) in the

symbol substitution box.

The ID for a child is 005-33-1234.

Bubble the ID field as 005 33 1234. The dash will replace all embedded blanks

in your bubbled ID and the ID will appear in the ADM system correctly.

Scanning Process Options

These options control various features that occur during the processing phase

of the scanning activity.

Automatically Load Scanned Forms

Scanned data files produced by your third-party scanning software can be

loaded automatically into ADM when your scanning software is closed. You

do not have to explicitly request ADM to load scanned data files by name. The

forms will be ready for processing.

Alternatively, you can manually select each scanned data file to be loaded

in the Load Scanned Data screen. TELEform data must always be loaded

manually.

Select Default File Type for Load Screen

This option allows you to select SDF or TXT type files as the default file type

displayed in the Load Scanned Data screen. If SDF is selected then files of

type SDF are displayed by default in the list of files to be loaded. If TXT is

selected then files of type TXT will be displayed.

ScanTools -- .SDF

Scanbook -- .TXT

Scanning CBCL, TRF, & YSR School-Age Forms 183

Reset button

You can restore all default scanner control files. If scanner control has been

modified or becomes corrupt this button can be used to restore the scanner

control files to the ADM defaults that were shipped with the software.

Running a Scanning Session

Start a scanning session from the ADM menu by selecting Scanning → Scan.

Scan Job Descriptor

The Scan Job Descriptor box lists the job configurations previously set up for

your facility (see Chapter 34). As you select different job descriptors, the set-

tings for each job configuration are displayed in the Job Configuration area

at the bottom of the screen. Select the job configuration appropriate for the

current scanning session.

Scanned for

The name initially displayed is the current user’s login name. Select the user

whose name will be associated with the forms about to be scanned. All scanned

data waiting to be processed are marked with the name of the “owner.”

Job Configuration area

This section is a read-only summary of your job configuration. The job con-

figuration cannot be changed on this screen. Information displayed:

1) the third party scanning software

2) the form types to be processed

3) whether the form definitions are loaded automatically

4) the destination path for the scanned data file

Scan Button

When you click on the Scan button, ADM will start your third-party scanning

software and begin the ADM scanning process. The progress of the scanning

process is displayed in the Status box.

Loading Scanned Data

If you did not select to Automatically Load Scanned Data (see Scanning

Process Options), you must manually select scanned data files to load into

ADM.

Scanning Job Destination

This is the folder destination you selected (see Job Configuration) where your


third-party software stores scanned data files.

NOTE: As files are successfully loaded, they are renamed with a load date and

time and moved to the FileDone folder. If you want to reprocess a file, we rec-

ommend copying the file from FileDone and renaming it before re-loading.

Scanned for

The name displayed is the currently logged in user. All forms scanned in the

current data session will be “owned” by the user selected here. Select the user

who “owns” the forms about to be scanned.

Scanned Data Files Table

All files found in the job destination with the selected extension (.SDF or

.TXT) are displayed. You can choose to display this list in the date order in

which they were created by your scanning software.

Select one or more files to load by clicking in the file’s check box on the left.

You can Select All files and Unselect All files.

Load Files button

All the selected files begin loading into ADM. The status of the loading

process is displayed in the Status box. As each file load is completed, the

scanned data file is renamed with the load date and time and moved to a

sub-folder titled FileDone.

Next button

When the Status box reports that the Load is “Finished,” select this button

to begin processing the loaded scanforms.

Process Scanned Data

The list of scanned forms that were loaded from the SDF or TXT files is dis-

played. The list shows only those forms “owned” by the logged in user that

were successfully loaded. Review all information in the table to be sure that

each form was scanned correctly.


If this button is red, some forms were not successfully loaded. If you scanned a

form but do not see it in the displayed list, look here for the form.

Show All Forms

Scanned forms “owned” by all ADM users will be displayed.


Scanned Data Display Table

A table that lists the scanned forms loaded from scanned data files is displayed.

The list shows only those forms “owned” by the logged in user that were suc-

cessfully loaded. Review all information in the table to be sure that each form

was scanned correctly.

Status

After each scanned form is loaded, a status is assigned. A form can have both

warnings and errors. If errors have been resolved and warnings have been

reviewed and accepted (see Errors & Warnings, below), the Status changes

to OK and the form is ready to be processed.

OK

No problems were found. This form is ready to be processed.

Warnings

Some problems were found that don’t affect the integrity of the data. Select the

Status button to view the warnings.

Errors




If you have ID Match Required selected in scanning options, these fields are

gray and disabled. The child’s name is displayed here if you entered the name

in the Catalog. If the option is not set and this ID is new to the ADM system,

these fields are white and enabled. You can enter the child’s name here.

NOTE: See Scanning Process Options for important information about the

ID Match Required option.

Process button

Move all scanned forms with an OK status into the ADM system. Because

ADM is constantly checking forms against information in the Catalog, a form

may develop an error during processing if another form for the same child pro-

cessed earlier in the set changes critical information. If the form is successfully

processed it no longer appears in the display table.

After forms have been processed, they can be selected for scoring from the

Score Processed Forms screen.


Scanning Error List

When you select View Fatal Errors, this screen displays a list of scanforms

that were not loaded into the ADM system because of fatal errors. Fatal errors

cannot be corrected within the ADM system. The paper forms must be cor-

rected, rescanned, and loaded again into the ADM system.

Type


Otherwise, *** is displayed.

CBC → CBCL/4-18 & CBCL/6-18

TRF → TRF/5-18 & TRF/6-18

YSR → YSR/11-18 (6-99 and 2001 editions)

ID

The bubbled 12-digit Child ID from the form is displayed. If the ID could not

be recognized , ******** may fill the field or the field may be blank.

Litho code 1, Litho code 2Litho codes are unique numbers pre-printed on scanforms to allow unique

identification of each form. Both litho codes from pages 2 and 3 of the form

are shown as they were read from the bubble fields. Litho codes are used to

ensure that all the sheets belonging to the same form are processed together. If

different codes were detected for the two pages, pages 1-2 and pages 3-4 are

probably from different forms.

For TELEform forms, the Page Link bar code values will appear in both litho

codes.

Error Condition


1) Required data missing

Age, Gender or ID were not properly bubbled on the scanform.

These fields are required for ADM to accept scanned data.

2) Corrupt, 23 or Corrupt, xx

The reported number refers to a position in the SDF or TXT scanned

data file that corresponds to the beginning of the field where unex-

pected data elements were found. See Appendix A for the SDF and

TXT file formats. Start and End positions will help you locate the data

field with corrupt data.

3) Gender does not match Catalog information

The gender on the scanned form is different than the gender that was

reported for this child from a previous form. This may result from an

ID mismatch.


Scanned

Displays the date the form was scanned into ADM.

Clear button



Scanning Errors & Warnings

ADM alerts you to problems that have been detected in a scanned form. Warn-

ings are informative and are intended to help you decide whether to continue

processing the form or not. Errors are more serious and must be resolved


To open the Errors and Warnings screen, highlight the form that has the prob-


the display table.

Warnings



The age bubbled on the scanned form is not within the age limits for which the

form was designed.


The Eval ID for this form is not unique under the ID. Another form with this

Eval ID has been previously processed. This can occur when you are loading

data from a form that has already been scanned. If you accept this form to be

processed you may want to delete the previous form from the Catalog.


You can choose to:

1) Accept this form to be processed

2) Do not process this form

Errors

There are three possible errors. The error count at the top of the screen tells you

how many of these errors were detected and how many have been resolved.

The Reset button restores the error to its original condition so that you can

make a different decision if needed.


Bubbled birthdate does not agree with Catalog birthdate

This child has previously been logged into the ADM Catalog with a different

birthdate than is bubbled on the scanform. Both dates are displayed below the

error. Choose the correct birthdate. The date in the Catalog will be adjusted to

the date you choose here.

Calculated age does not agree with bubbled age

The age is calculated using the bubbled birthdate and test date. This age is

compared with the age bubbled on the scanform. Choose the correct age for

the child.

Bubbled ethnicity does not agree with Catalog ethnicity

The child has previously been logged into the ADM Catalog with a different

ethnicity than what is bubbled on the scanform. Choose the correct ethnicity.

The ethnicity in the Catalog will be adjusted to the ethnicity you choose here.

Scoring Scanned Forms

One or more forms can be selected and scored for profiles, narrative reports,

and cross-informant reports. (Processed forms also are available for scoring as

usual under Catalog and Power Tools.)

The forms that are initially displayed are those that are “owned” by the logged

in user.

All users

Processed scanned forms “owned” by all ADM users will be displayed.

To select forms for scoring:

Forms can be selected by holding down the CTRL key while clicking on the

forms to be scored. You can select a contiguous set of forms by holding down

the SHIFT key and clicking on the first and last forms to be included. All forms

in between will be highlighted.

Forms to Score

Only those forms that have not yet been selected for scoring will be dis-

played.

Forms Selected for Scoring

Forms that have already been selected for scoring will be displayed. Once the

Score button is pressed, the selected form will be selected for scoring and

marked whether or not the scoring was successful. The date each form was

selected is displayed in the Selected column of the display table.


Select All button

Highlight all the displayed forms for scoring.

Unselect All button

Deselect all selected forms for scoring.

Score button

Begin the scoring process. The same scoring screen used in the Catalog dis-

plays for you to make the same scoring selections.

Clear button

Remove all displayed forms from the screen. These forms will not be deleted

from ADM. You can still select these forms for scoring through the Catalog or

through Power Tools.

190

APPENDIX AScanned Data File Formats

ADM CBCL SDF Format

Start End Width Field Name Range Missing

1 3 3 Form Type CBC Auto

4 7 4 Form Version 0699 or 2001 Auto

8 19 12 Child ID 0-999999999999 Must

20 22 3 Eval ID 000-999 blank

23 23 1 Sex 1,2 Must

24 25 2 Age 00-99 Must

26 27 2 Grade 01-16 blank

28 28 1 Ethnicity 1-7 blank

29 34 6 Date Filled Out 010000-123999 blank

35 40 6 Child’s Birthday 010000-123999 blank

41 42 2 Socioecon Status 00-99 blank

43 43 1 Filled By Gender 1,2 blank

44 44 1 Filled By Rel to Child 1-6 blank

45 47 3 Agency 000-999 blank

48 48 1 No Sports 0 blank

49 49 1 Time in Sport A 0-3 blank

50 50 1 Skill in Sport A 0-3 blank

51 51 1 Time in Sport B 0-3 blank

52 52 1 Skill in Sport B 0-3 blank

53 53 1 Time in Sport C 0-3 blank

54 54 1 Skill in Sport C 0-3 blank

55 55 1 No Activities 0 blank

56 56 1 Time in Act A 0-3 blank

57 57 1 Skill in Act A 0-3 blank

58 58 1 Time in Act B 0-3 blank

59 59 1 Skill in Act B 0-3 blank

60 60 1 Time in Act C 0-3 blank

61 61 1 Skill in Act C 0-3 blank

62 62 1 No Orgs 0 blank

63 63 1 How active Org A 0-3 blank

64 64 1 How active Org B 0-3 blank

65 65 1 How active Org C 0-3 blank

66 66 1 No Jobs 0 blank

67 67 1 How well Job A 0-3 blank

68 68 1 How well Job B 0-3 blank

69 69 1 How well Job C 0-3 blank

70 70 1 Number of Close Friends 0-3 blank

71 71 1 Number of Contacts 0-2 blank

72 72 1 Gets Along Sibs 0-3 blank

73 73 1 Gets Along Peers 1-3 blank

Appendix A 191

74 74 1 Gets Along Parents 1-3 blank

75 75 1 Plays Works Alone 1-3 blank

76 76 1 Subject A 0-3 blank

77 77 1 Subject B 0-3 blank

78 78 1 Subject C 0-3 blank

79 79 1 Subject D 0-3 blank

80 80 1 Subject E 0-3 blank

81 81 1 Subject F 0-3 blank

82 82 1 Subject G 0-3 blank

83 83 1 Special class 0-1 blank

84 84 1 Repeated grade 0-1 blank

85 85 1 Academic problems 0-1 blank

86 86 1 Problems ended 0-1 blank

87 87 1 Illness, Disability 0-1 blank

88 95 8 Litho Code 1 00000001-99999999 Auto

96 103 8 Litho Code 2 00000001-99999999 Auto

104 225 122 Problem Items 1-113c 0-2 blank

226 228 3 Form2 CBC Auto

ADM YSR SDF Format


1 3 3 Form Type YSR Auto


8 19 12 Child ID 0-999999999999 Must

20 22 3 Eval ID 000-999 blank

23 23 1 Sex 1,2 Must

24 25 2 Age 00-99 Must

26 27 2 Grade in School 01,07-16 blank




41 42 2 Socioeconomic Status 00-99 blank

43 45 3 Agency 000-999 blank

46 46 1 No Sports 0 blank

47 47 1 Time in Sport A 0-2 blank

48 48 1 Skill in Sport A 0-2 blank

49 49 1 Time in Sport B 0-2 blank

50 50 1 Skill in Sport B 0-2 blank

51 51 1 Time in Sport C 0-2 blank

52 52 1 Skill in Sport C 0-2 blank

53 53 1 No Activities 0 blank

54 54 1 Time in Act A 0-2 blank

55 55 1 Skill in Act A 0-2 blank

56 56 1 Time in Act B 0-2 blank

57 57 1 Skill in Act B 0-2 blank

58 58 1 Time in Act C 0-2 blank

59 59 1 Skill in Act C 0-2 blank

Appendix A192

60 60 1 No Organizations 0 blank

61 61 1 How active Org A 0-2 blank

62 62 1 How active Org B 0-2 blank

63 63 1 How active Org C 0-2 blank

64 64 1 No Jobs 0 blank

65 65 1 How well Job A 0-2 blank

66 66 1 How well Job B 0-2 blank

67 67 1 How well Job C 0-2 blank

68 68 1 Number of Close Friends 0-3 blank

69 69 1 Number of Contacts 0-2 blank

70 70 1 Gets Along Sibs 0-3 blank

71 71 1 Gets Along Peers 1-3 blank

72 72 1 Gets Along Parents 1-3 blank

73 73 1 Plays Works Alone 1-3 blank

74 74 1 Subject A 0-3 blank

75 75 1 Subject B 0-3 blank

76 76 1 Subject C 0-3 blank

77 77 1 Subject D 0-3 blank

78 78 1 Subject E 0-3 blank

79 79 1 Subject F 0-3 blank

80 80 1 Subject G 0-3 blank


82 89 8 Litho Code 1 00000001-9999999 Auto

90 97 8 Litho Code 2 00000001-9999999 Auto

98 216 119 Problem Items 1-112 0-2 blank

217 219 3 Form2 YSR Auto

ADM TRF SDF Format


1 3 3 Form Type TRF Auto


8 19 12 Child ID 1-999999999999 Must

20 22 3 Eval ID 000-999 blank

23 23 1 Sex 1,2 Must

24 25 2 Age 00-99 Must

26 27 2 Grade 10-16 blank




41 42 2 Socioeconomic Status 00-99 blank

43 43 1 Filled By Gender 1,2 blank

44 44 1 Role at School 1-6 blank

45 47 3 Agency 000-999 blank

48 49 2 Months Known Child 00-99 blank

50 50 1 How Well Knows Child 1-3 blank

51 51 1 How Much Time in Class 1-3 blank

52 52 1 Kind of Class 1-8 blank

Appendix A 193

53 53 1 Special class 0-2 blank

54 54 1 Repeated grade 0-2 blank

55 55 1 Academic Subject 1 1-5 blank






61 61 1 How Hard Working 1-7 blank

62 62 1 Appropriate Behavior 1-7 blank

63 63 1 How Much Learning 1-7 blank

64 64 1 How Happy 1-7 blank


66 73 8 Litho Code 1 00000001-99999999 Auto

74 81 8 Litho Code 2 00000001-99999999 Auto

82 203 122 Problem Items 1-113c 0-2 blank

204 206 3 Form2 TRF Auto

194

APPENDIX BExported Data File Formats

Use the ADM output layouts provided below to identify where data are located

in your export file. There are two types of ADM output layouts: one for raw

data values and another for profile scores. Your data will be exported to the

export format you chose using the ADM output layout appropriate for the type

of data being exported.

All possible fields for all form types are included in each of the two layouts.

The form types you selected for export will use only those fields that are spe-

cific to them. Unused fields will be empty or filled with 0’s.

Output layouts are given below as variable name, variable type, variable length,

and variable description. Lengths apply only to fixed output formats, such as

SDF, and formats that do not strip blank characters, such as CSV. Lengths

for variables containing decimal values are represented as x,y, where x is the

overall length, including decimal, and y is the number of decimal places. For

example, the value 12.3456 would be represented as 7,4.

Variable types:

C = Character

N = Numeric with decimal

I = Numeric, no decimal

D = Date

NOTE: Date variables are output to SDF format as YYYYMMD and to

CVS format as M/DD/YYYY

The “Subject” is the person whose behavior and problems are being assessed.

Internal numbers refer to values used by ADM for its own storage.

****************************************

PROFILE SCORES

Variable definitions & descriptions.

All forms have fewer than the 15 scales listed for scored data. If scales are not

used by a particular form type, the variables for unused scales are filled with

0’s or are blank. Scales that are used but are not calculated because too many

items are missing are filled with 9’s or are blank.

The ASEBA ADM-to-SPSS Utility software (sold separately) is a valuable

tool that prepares exported data for analyses using SPSS. See the ASEBA

Web site or Catalog for a description of this product.

Appendix B 195

NOTE: Scores for Intraclass Correlation to Profile Types (ICC) and clinical T

scores are calculated only for the pre-2001 versions of the CBCL/4-18, TRF/5-

18, and YSR.

Pos Variable Type Len Description

1 Subjectno I 12 ADM Internal Subject Number

2 ID C 12 Subject Identifi cation Number

3 Firstname C 15 Subject First Name

4 Middlename C 15 Subject Middle Name

5 Lastname C 20 Subject Last Name

6 Othername C 20 Subject Other Name

7 Gender C 1 Subject Gender

8 Dob D 8-10 Subject Date of Birth

9 Ethniccode C 2 Subject Ethnic Code (see key below)

10 Formver C 4 Version of form & items

11 Dataver C 4 Version of norms to be applied for scoring

12 Formno I 10 ADM Internal Form Number

13 Formid C 3 Eval ID

14 Type C 3 Form Type: CBC=CBCL/4-18 & CBCL/6-18; YSR; TRF=TRF/5-18

& TRF/6-18; C23=CBCL/2-3; T25=CTRF/2-5; C15=CBCL/1½-

5; T15=CTRF/1½-5; YAS=YASR; YAB=YABCL; SIA=SCICA;

ASR=ASR/18-59; ABC=ABCL/18-59; TOF=TOF/2-1815 Enterdate D 8-10 Date of Data Entry

16 Dfo D 8-10 Date Form Filled Out

17 Age C 3 Subject Age at Date Filled Out (in years)

18 Agemonths C 2 Age in Months (C23, C15, T25, T15)

19 Educcode C 3 Education Code (see key Appendix C)

20 Fobcode C 2 Respondent Code (see key Appendix C)

21 Fobgender C 1 Respondent Gender

22 FParentses C 2 Parental Socioeconomic Status - from form entry

23 FSubjectses C 2 Subject Socioeconomic Status - from form entry

24 FSpouseses C 2 Spouse/Partner Socioeconomic Status (YAS, YAB,ASR,ABC) - from

form entry25 Agencycode C 3 Agency Code (user-defi ned - see File->Setup->Main for key)

26 Clincode C 3 Clinician Code (user-defi ned - see File->Setup->Main for key)

27 Sc1name C 30 Scale 1 Label

28 Sc1raw I 10 Scale 1 Raw Total Score

29 Sc1t I 10 Scale 1 T Score

30 Sc1clint N 7,4 Scale 1 Clinical T Score (1991 CBC,TRF, & YSR)

31 Sc1pct I 10 Scale 1 Percentile





Appendix B196



































70 Sc9clint N 7,4 Scale 9 Clinical T Score








Appendix B 197

























102 Icc1 N 6,3 Intraclass Correlation to Profi le Type 1 (CBC,TRF,YSR pre-2001)

103 Icc1Sig I 10 ICC 1 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig















118 Comp1name C 30 Competence Scale 1 Label (CBC, YSR)

119 Comp1raw N 6,1 Competence Scale 1 Raw Total Score (CBC, YSR)

Appendix B198

120 Comp1t I 10 Competence Scale 1 T Score (CBC, YSR)

121 Comp1pct I 10 Competence Scale 1 Percentile (CBC, YSR)













134 Adap1name C 30 Adaptive Functioning Scale 1 Label (TRF, YAS, ASR, ABC)

135 Adap1raw N 6,1 Adaptive Functioning Scale 1 Raw Total Score (TRF, YAS, ASR,

ABC)136 Adap1t I 10 Adaptive Functioning Scale 1 T Score (TRF, YAS, ASR, ABC)

137 Adap1pct I 10 Adaptive Functioning Scale 1 Percentile (TRF, YAS, ASR, ABC)

138 Adap2name C 30 Adaptive Functioning Scale 2 Label (TRF, YAS, ASR, ABC)

139 Adap2raw N 6,1 Adaptive Functioning Scale 2 Raw Total Score (TRF, YAS, ASR,

ABC)140 Adap2t I 10 Adaptive Functioning Scale 2 T Score (TRF, YAS, ASR, ABC)

141 Adap2pct I 10 Adaptive Functioning Scale 2 Percentile (TRF, YAS, ASR, ABC)

142 Adap3name C 30 Adaptive Functioning Scale 3 Label (TRF, YAS, ASR)

143 Adap3raw N 6,1 Adaptive Functioning Scale 3 Raw Total Score (TRF, YAS, ASR)

144 Adap3t I 10 Adaptive Functioning Scale 3 T Score (TRF, YAS, ASR)

145 Adap3pct I 10 Adaptive Functioning Scale 3 Percentile (TRF, YAS, ASR)










155 Adap6raw N 6,1 Adaptive Functioning Scale 6 Combined Score (TRF, YAS, ASR)



158 Sub1name C 30 Substance Use Scale 1 Name (YASR, ASR, ABC)

159 Subuse1raw I 10 Substance Use Scale 1 Raw Total Score (YAS, ASR, ABC)

Appendix B 199

160 Subuse1t I 10 Substance Use Scale 1 T Score (YAS, ASR, ABC)

161 Subuse1pct I 10 Substance Use Scale 1 Percentile (YAS, ASR, ABC)

162 Sub2name C 30 Substance Use Scale 2 Name (YAS, ASR, ABC)









171 Subuse4raw N 6,2 Substance Use Scale 4 Raw Combined Score (YAS, ASR, ABC)



174 Compact1 N 6,1 Competence Activities - Number of sports (CBC, YSR)

175 Compact2 N 6,1 Competence Activities - Mean participation in sports (CBC, YSR)

176 Compact3 N 6,1 Competence Activities - Mean participation in nonsports (CBC, YSR)

177 Compact4 N 6,1 Competence Activities - Number of jobs (CBC, YSR)

178 Compact5 N 6,1 Competence Activities - Mean job quality (CBC, YSR)

179 Compact6 N 6,1 Competence Activities - Number nonsports (CBC, YSR)

180 Compsoc1 N 6,1 Competence Social - Number of organizations (CBC, YSR)

181 Compsoc2 N 6,1 Competence Social - Mean participation in organizations (CBC, YSR)

182 Compsoc3 N 6,1 Competence Social - Number of friends (CBC, YSR) (see key Appen-

dix C)183 Compsoc4 N 6,1 Competence Social - Time with friends (CBC, YSR) (see key Appen-

dix C)184 Compsoc5 N 6,1 Competence Social - Behave others (CBC, YSR) (see key Appendix

C)185 Compsoc6 N 6,1 Competence Social - Behave alone (CBC, YSR) (see key Appendix C)

186 Compsch1 N 6,1 Competence Academic - Mean performance (CBC, YSR)

187 Compsch2 N 6,1 Competence Academic - Special class (CBC) (see key Appendix C)

188 Compsch3 N 6,1 Competence Academic - Repeated grade (CBC) (see key Appendix C)

189 Compsch4 N 6,1 Competence Academic - School problem (CBC) (see keyAppendix C)

190 DSM1name C 30 DSM Scale 1 Label (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,TOF)

191 DSM1raw I 10 DSM 1 Scale Raw Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,

TOF)192 DSM1t I 10 DSM Scale 1 T Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,TOF)

193 DSM1pct I 10 DSM Scale 1 Percentile (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC

TOF)194 DSM2name C 30 DSM Scale 2 Label (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,TOF)



197 DSM2pct I 10 DSM Scale2 Percentile (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,

TOF)198 DSM3name C 30 DSM Scale 3 Label (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,TOF)

Appendix B200



201 DSM3pct I 10 DSM Scale 3 Percentile (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,

TOF)202 DSM4name C 30 DSM Scale 4 Label (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

203 DSM4raw I 10 DSM 4 Scale Raw Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

204 DSM4t I 10 DSM Scale 4 T Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

205 DSM4pct I 10 DSM Scale 4 Percentile (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

206 DSM5name C 30 DSM Scale 5 Label (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

207 DSM5raw I 10 DSM 5 Scale Raw Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

208 DSM5t I 10 DSM Scale 5 T Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

209 DSM5pct I 10 DSM Scale 5 Percentile (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC)

210 DSM6name C 30 DSM Scale 6 Label (CBC,YSR,TRF,SIA,ASR,ABC)

211 DSM6raw I 10 DSM 6 Scale Raw Score (CBC,YSR,TRF,SIA,ASR,ABC)

212 DSM6t I 10 DSM Scale 6 T Score (CBC,YSR,TRF,SIA,ASR,ABC)

213 DSM6pct I 10 DSM Scale6 Percentile (CBC,YSR,TRF,SIA,ASR,ABC)

214 DSM7name C 30 DSM Scale 7 Label (TRF,SIA,ASR,ABC)

215 DSM7raw I 10 DSM 7 Scale Raw Score (TRF,SIA,ASR,ABC)

216 DSM7t I 10 DSM Scale 7 T Score (none)

217 DSM7pct I 10 DSM Scale 7 Percentile (TRF,SIA,ASR,ABC)

218 DSM8name C 30 DSM Scale 8 Label (TRF,SIA,ASR,ABC)

219 DSM8raw I 10 DSM 8 Scale Raw Score (TRF,SIA,ASR,ABC)

220 DSM8t I 10 DSM Scale 8 T Score (none)

221 DSM8pct I 10 DSM Scale 8 Percentile (TRF,SIA,ASR,ABC)

222 LDSal N 5,2 LDS Average Length of Phrases (C15)

223 LDSalpct I 10 LDS Average Length of Phrases Percentile (C15)

224 LDSvc I 10 LDS Vocabulary Score (C15)

225 LDSvcpct I 10 LDS Vocabulary Score Percentile (C15)

226 Origin C 1 Origin of entered data (see keyAppendix C)

227 FUdefcode1 C 3 Form – 1st user-defi ned fi eld (see File->Setup->Main for key)

228 FUdefcode2 C 3 Form – 2nd user-defi ned fi eld (see File-> Setup->Main for key)

229 SUdefcode1 C 3 Catalog – user-defi ned list fi eld ( see File->Setup->Main for key)

230 Interviewr C 2 Interviewer code (user-defi ned-see File->Setup->SCICA for

key)(SIA)231 Rater C 2 Rater code (user-defi ned – see File->Setup->SCICA for key) (SIA)

232 Early N 1 Born early (C15 LDS) (see key Appendix C)

233 WeeksEarly N 2 Number of Weeks Born Early (C15 LDS)

234 Weight N 5,1 Birth Weight (C15 LDS)

235 Lb_Gram N 1 Birth Weight Unit, Pounds or Grams (C15 LDS) (see Key Appen-

dix C)236 Infections N 1 Number of Ear Infections (C15 LDS) (see key Appendix C)

237 NonEnglish N 1 Non-English Language Spoken In Home (C15 LDS) (see key

Appendix C)238 SlowTalk N 1 Slow to Talk (C15 LDS) (see keyAppendix C)

Appendix B 201

239 Worried N 1 Worried Language Development (C15 LDS) (see keyAppendix C)

240 Spontan N 1 Says Words Spontaneously (C15 LDS) (see key Appendix C)

241 Combines N 1 Combines Words (C15 LDS) (see key Appendix C)

242 FacilityCo C 2 Facility code (T25, T15) (user-defi ned-see File->Setup->C-TRF

for key)243 SchoolCode C 4 School code (TRF) (user-defi ned-see File->Setup->TRF for key)

244 CTimeCode C 2 Time in Class (TRF) (see key Appendix C)

245 CTypeCode C 2 Type of Class (TRF) (see key Appendix C)

246 FStatus C 5 Form Status (see key Appendix C)

247 UserText C 20 Text fi eld for subject on Catalog Identifi cation page

248 SParentSES C 2 Parent SES on Identifi cation page

249 SSubjSES C 2 Subject’s SES on Identifi cation page

****************************************

RAW DATA VALUES

Variable definitions & descriptions.

The behavior problems, competence items, adaptive functioning, and other

items for all form types are each output as a single string of multiple item

scores. For example, an Excel file would contain one column of width 120 that

contains the item scores for all the behavior problems for the CBCL. To access

individual behavior, competence, and adaptive functioning item scores, you

must use your statistical software (or our ADM-to-SPSS Utility, see below) to

create code to separate each string into single-character items. Strings that are

completely blank indicate that no values at all were entered.

The ASEBA ADM-to-SPSS Utility software (sold separately) is a valuable

tool that prepares exported data for analyses using SPSS. See the ASEBA

Web site or Catalog for a description of this product.

Pos Variable Type Len Description1 Subjectno I 10 ADM Internal Subject Number2 ID C 12 Subject Identifi cation Number 3 Firstname C 15 Subject First Name4 Middlename C 15 Subject Middle Name5 Lastname C 20 Subject Last Name6 Othername C 20 Subject Other Name7 Gender C 1 Subject Gender 8 Dob D 8-10 Subject Date of Birth9 Ethniccode C 2 Subject Ethnic Code (see key Appendix C)10 Formver C 4 Version of form & items11 Dataver C 4 Version of norms to be applied for scoring12 Formno I 10 ADM Internal Form Number13 Formid C 3 Eval ID

Appendix B202

14 Type C 3 Form Type: CBC=CBCL/4-18 & CBCL/6-18; YSR; TRF=TRF/5-18

& TRF/6-18; C23=CBCL/2-3; T25=CTRF/2-5; C15=CBCL/1½-

5; T15=CTRF/1½-5; YAS=YASR; YAB=YABCL; SIA=SCICA;

ASR=ASR/18-59; ABC=ABCL/18-59; TOF=TOF/2-1815 Enterdate D 8-10 Date of Data Entry16 Dfo D 8-10 Date Form Filled Out17 Age C 3 Subject Age at Date Filled Out18 Agemonths C 2 Age in Months (C23, C15, T25, T15)19 Educcode C 3 Education Code (see key Appendix C)20 Fobcode C 2 Respondent Code (see key Appendix C)21 Fobgender C 1 Respondent Gender22 FParentses C 2 Parental Socioeconomic Status - from form entry23 FSubjectses C 2 Subject Socioeconomic Status - from form entry24 FSpouseses C 2 Spouse Socioeconomic Status - from form entry25 Agencycode C 3 Agency Code (user-defi ned - see File->Setup->Main for key)26 Clincode C 3 Clinician Code (user-defi ned – see File->Setup->Main for key)27 BPItems C 247 String containing individual behavior problems (see keyAppendix

C)28 CompItems C 40 String containing individual competence items (CBC,YSR) (see

key Appendix C)29 AFItems C 42 String containing adaptive functioning items (TRF, YAS, ASR,

ABC) (see keyAppendix C)30 OtherItems C 1 Illness or disability item after problems (YAB,C15,T15,C23,T25)31 Experience C 2 Years of experience as a teacher (T15,T25)32 ScafItems C 2 String for items V & VI (T15, T25) (see key Appendix C)33 FacilityCo C 2 Kind of facility (T15,T25) (user-defi ned – see File->Setup->CTRF

for key)34 NumChild C 2 Number of children in the group or class (T15, T25)35 Hours C 2 Hours per week child spends at facility (T15, T25)36 Months C 2 Months known child (TRF, T15, T25)37 SchoolName C 30 School name (TRF, T15, T25) (user-defi ned – see File->Setup-

>CTRF or TRF for key)38 SchoolCode C 4 School code (TRF, T15, T25) (user-defi ned – see File->Setup-

>CTRF or TRF for key)39 Tobacco C 3 Tobacco use per day in past 6 months (YAS, ASR, ABC)40 Drunk C 3 Days drunk in past 6 months (YAS, ASR, ABC)41 Drugs C 3 Days used drugs in past 6 months (YAS, ASR, ABC)42 CTimeCode C 2 Time in class (TRF) (see key Appendix C)43 CTypeCode C 2 Type of class (TRF) (see keyAppendix C)44 EarlyBirth N 1 Early Birth (C15 LDS) (see key Appendix C)45 WeeksEarly C 2 Number of Weeks Born Early (C15 LDS)46 Weight C 4 Birth Weight (C15 LDS)47 Lb_Gram N 1 Birth Weight Unit, Pounds or Grams (C15 LDS) 1=lb; 2=gr48 Ounces C 2 Birth Weight Ounces (C15 LDS)49 Infections N 1 Number of Ear Infections (C15 LDS) (see key Appendix C)50 NonEnglish N 1 Non-English Language Spoken In Home (C15 LDS) (see keyAp-

pendix C)51 SlowTalk N 1 Slow to Talk (C15 LDS) (see key Appendix C)52 Worried N 1 Worried About Language Development (C15 LDS) (see keyAppen-

dix C)53 Spontan N 1 Says Words Spontaneously (C15 LDS) (see keyAppendix C)54 Combines N 1 Combines Words (C15 LDS) (see key Appendix C)55 MLP N 5,2 Average Length of Phrases (C15 LDS)

Appendix B 203

56 Words162 C 162 LDS Word Score, Words 1-162 (C15 LDS) 57 Words310 C 148 LDS Word Score, Words 163-310 (C15 LDS) 58 OtherWords C 2 LDS Additional Words (C15 LDS) 59 TotWords N 3 Total LDS Words (C15 LDS) 60 Origin C 1 Origin of entered data (see key Appendix C)61 FUdefcode1 C 3 Form – 1st user-defi ned fi eld (see File->Setup->Main for key)62 FUdefcode2 C 3 Form – 2nd user-defi ned fi eld (see File->Setup->Main for key)63 SUdefcode1 C 3 Catalog – user-defi ned list fi eld (see File-> Setup->Main for key)64 Interviewr C 2 Interviewer code (user-defi ned – see File->Setup->SCICA for key)

(SIA)65 Rater C 2 Rater code (user-defi ned – see File->Setup->SCICA for key) (SIA)66 FStatus C 5 Form Status (see key Appendix C)67 UserText C 20 Text fi eld for subject on Catalog Identifi cation page68 SParentSES C 2 Parent SES on Identifi cation page69 SSubjSES C 2 Subject SES on Identifi cation page70 Cas C 1 CAS test (TOF) (see key Appendix C)71 Casfsscr C 3 Test score for CAS (TOF)72 Das C 1 DAS test (TOF) (see key Appendix C)73 Dasgcascr C 3 Test score for DAS (TOF) 74 Kabc C 1 KABC test (TOF) (see key Appendix C)75 Kabcmpcscr C 3 Test score for KABC (TOF) 76 Sb5 C 1 SB5 test (TOF) (see key Appendix C)77 sb5fsiqscr C 3 Test score for SB5 (TOF)78 Wj3cog C 1 WJ III COG test (TOF) (see key Appendix C)79 Wj3cogscr C 3 Test score for WJ III COG (TOF) 80 Wais3 C 1 WAIS-III test (TOF) (see key Appendix C)81 Wais3scr C 3 Test score for WAIS-III (TOF) 82 Wisc4 C 1 WISC-IV test (TOF) (see key Appendix C)83 Wisc4scr C 3 Test score for WISC-IV (TOF) 84 Wppsi3 C 1 WPSSI-III test (TOF) (see key Appendix C)85 Wppsi3scr C 3 Test score for WPSSI-III (TOF) 86 Other1test C 1 First user-defi ned test (TOF) (see key Appendix C)87 Othtst1scr C 3 Test score for fi rst user-defi ned test (TOF)88 Other2test C 1 Second user-defi ned test (TOF) (see key Appendix C)89 Othtst2scr C 3 Test score for second user-defi ned test (TOF)90 Other3test C 1 Third user-defi ned test (TOF) (see key Appendix C)91 Othtst3scr C 3 Test score for fhird user-defi ned test (TOF)92 Other1name C 25 Name of fi rst user-defi ned test (TOF)93 Other2name C 25 Name of second user-defi ned test (TOF)94 Other3name C 25 Name of third user-defi ned test (TOF)95 Obstime C 3 Length of observation in minutes (TOF)96 Rptgrd C 1 Repeated a grade (TOF) (see key Appendix C)97 Medic C 1 On medication (TOF) (see key Appendix C)98 Medicdesc C 100 Description of medication (TOF)99 Dsmcrit C 1 Meets DSM criteria (TOF) (see key Appendix C)100 Dsmcode1 C 6 First DSM code (TOF)101 Dsmdiag1 C 50 First DSM diagnosis (TOF)102 Dsmcode2 C 6 Second DSM code (TOF)103 Dsmdiag2 C 50 Second DSM diagnosis (TOF)104 Dsmcode3 C 6 Third DSM code (TOF)105 Dsmdiag3 C 50 Third DSM diagnosis (TOF)106 Dsmcode4 C 6 Fourth DSM code (TOF)

Appendix B 204

107 Dsmdiag4 C 50 Fourth DSM diagnosis (TOF)108 Dsmcode5 C 6 Fifth DSM code (TOF)109 Dsmdiag5 C 50 Fifth DSM diagnosis (TOF)110 Dsmcode6 C 6 Sixth DSM code (TOF)111 Dsmdiag6 C 50 Sixth DSM diagnosis (TOF)112 Illness C 1 Has illness, disability (TOF) (see key Appendix C)113 Illdesc C 50 Description of illness, disability (TOF)114 Speced C 1 Has special school services category (TOF) (see key Appendix C)115 Sped1 C 1 School service category: ADHD (TOF) (see key Appendix C)116 Sped2 C 1 School service category: Learning disability (TOF) (see key Appen-

dix C)117 Sped3 C 1 School service category: Mental retardation, learning impaired

(TOF) (see key Appendix C)118 Sped4 C 1 School service category: PT, OT (TOF) (see key Appendix C)119 Sped5 C 1 School service category: Emotional disturbance (TOF) (see key

Appendix C)120 Sped6 C 1 School service category: Speech/language impairment (TOF) (see

key Appendix C)121 Sped7 C 1 School service category: Gifted, advanced (TOF) (see key Appen-

dix C)122 Sped8 C 1 School service category: Counseling, therapy (TOF) (see key

Appendix C)123 Sped9 C 1 School service category: Chronic health impairment (TOF) (see key

Appendix C)124 Sped10 C 1 Other school service categories defi ned (TOF) (see key Appendix

C)

205

APPENDIX CKeys to Codes and Data Strings

Origin codes:

K = Key-entered in ADM

S = Scanned in ADM

C = Client-entered in ADM

V = DOS data converted to ADM format

W = Key-entered in Web-Link

E = Entered as an online electronic form in Web-Link

Form Status codes:

st_01 = Verified

st_02 = Not verified

st_03 = Scanned

st_05 = Completed ADM or Web-Link Client-entry

st_06 = Incomplete ADM Client-entry

Ethnicity reserved codes: [see File→Setup→Main for additional user-

defined codes]

ADM or Web-Link entered, or ADM scanned data:

1=African American

2=Asian

3=Latino, Latina

4=Native American

5=Pacific Islander

6=White

7=Other

Education reserved codes: [see File→Setup→Main for additional user-defi ned codes]

ADM or Web-Link entered, or DOS converted YASR/YABCL

ADM scanned data: data:

1=Not attending school 0=Other

2=Preschool 1=No HS

3=Kindergarten 2=GED

4=Grade 1 3=HS graduate

5=Grade 2 4=Some college, no degree

6=Grade 3 5=Associate’s degree

7=Grade 4 6=Bachelor’s degree, RN

8=Grade 5 7=Some grad school, no degree

9=Grade 6 8=Master’s degree

10=Grade 7 9=Ph.D., Law degree

11=Grade 8

Appendix C206

Education reserved codes (ADM cont.):

12=Grade 9

13=Grade 10

14=Grade 11

15 =Grade 12

16=Post High School

17=No HS diploma, no GED

18=GED

19=HS graduate

20=Some college, no degree

21=Associate’s degree

22=Bachelor’s degree, RN

23=Some grad school, no degree

24=Master’s degree

25=Ph.D., Law degree

30=Other

CBCL (all data versions):

Competence items:

Breakdown of fi eld Compitems (length=40) by position in the string, item description, and value of

score (score of 9 = Missing). Some exported values are converted and may differ from entered values.

Pos Item & Values

1 Total Number of Sports: (0-3) 0=None

2 Time in Sport A: 0=Less than ave., 1=Ave., 2=More than ave., 3=Don’t know

3 Skill in Sport A: 0=Below ave., 1=Ave., 2=Above ave., 3=Don’t know

4 Time in Sport B

5 Skill in Sport B

6 Time in Sport C

7 Skill in Sport C

8 Total Number of Activities: (0-3) 0=None

9 Time in Activities A: : 0=Less than ave., 1=Ave., 2=More than ave., 3=Don’t know

10 Skill in Activities A: 0=Below ave., 1=Ave., 2=Above ave., 3=Don’t know

11 Time in Activities B

12 Skill in Activities B

13 Time in Activities C

14 Skill in Activities in C

15 Total Number of Organizations: (0-3) 0=None

16 How Active in Organization A: 0=Less active, 1=Ave., 2=More active, 3 = Don’t know

17 How Active in Organization B

18 How Active in Organization C

19 Total Number of Jobs: (0-3) 0=None

20 How Well Does Job A: 0=Below ave., 1=Ave., 2=Above ave., 3=Don’t know

21 How Well Does Job B

Appendix C 207

22 How Well Does Job C

23 Number of Friends: 0=None, 1=1, 2=2 or 3, 3=4 or more

24 Number of Contacts: 0=Less than 1, 1=1 or 2, 2=3 or more

25 Gets Along with Siblings: 0=No siblings, 1=Worse, 2=Ave., 3=Better

26 Gets Along with Peers: 1=Worse, 2=Ave., 3=Better

27 Gets Along with Parents: 1=Worse, 2=Ave., 3=Better

28 Does Things Alone: 1=Worse, 2=Ave., 3=Better

29 Subject A: 0=Failing, 1=Below ave., 2=Ave., 3=Above ave.

30 Subject B

31 Subject C

32 Subject D

33 Subject E

34 Subject F

35 Subject G

36 Special Class: 0=No, 1=Yes

37 Repeated Grade: 0=No, 1=Yes

38 Academic Problems: 0=No, 1=Yes

39 Problems Ended: 0=No, 1=Yes

40 Illness: 0=No, 1=Yes

Problem items:

Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):

Problems items (120 items): 0=Not true, 1=Somewhat true, 2=Very true

Items 1-55 are in positions 1-55

Items 56a-56h are in positions 56-63

Items 57-113 are in positions 64-120 (add 7 to item number to get position)

CBCL Respondent codes:

ADM or Web-Link entered, or scanned data: DOS converted data:

1=Biological parent 1=Mother

2=Adoptive parent 2=Father

3=Stepparent 3=Other

4=Foster parent

5=Grandparent

6=Other

YSR (all data versions):

Competence items:

Breakdown of fi eld Compitems (length=36) by position in the string, item description, and value of

score (score of 9 = Missing). Some exported values are converted and may differ from entered values.

Pos Item & Values

1 Total Number of Sports: (0-3) 0=None

2 Time in Sport A: 0=Less than ave., 1=Ave., 2=More than ave.

3 Skill in Sport A: 0=Below ave., 1=Ave., 2=Above ave.

Appendix C208

4 Time in Sport B

5 Skill in Sport B

6 Time in Sport C

7 Skill in Sport C

8 Total Number of Activities: (0-3) 0=None

9 Time in Activities A: 0=Less than ave., 1=Ave., 2=More than ave.

10 Skill in Activities A: 0=Below ave., 1=Ave., 2=Above ave.

11 Time in Activities B

12 Skill in Activities B

13 Time in Activities C

14 Skill in Activities in C

15 Total Number of Organizations: (0-3) 0=None

16 How Active in Organization A: 0=Less active, 1=Ave., 2=More active

17 How Active in Organization B

18 How Active in Organization C

19 Total Number of Jobs: (0-3) 0=None

20 How Well Does Job A: 0=Below ave., 1=Ave., 2=Above ave.

21 How Well Does Job B

22 How Well Does Job C


24 Number of Contacts: 0=Less than 1, 1=1 or 2, 2=3 or more

25 Gets Along with Siblings: 0=No siblings, 1=Worse, 2=Ave., 3=Better

26 Gets Along with Peers: 1=Worse, 2=Ave., 3=Better

27 Gets Along with Parents: 1=Worse, 2=Ave., 3=Better

28 Does Things Alone: 1=Worse, 2=Ave., 3=Better

29 Subject A: 0=Failing, 1=Below ave., 2=Ave., 3=Above ave.

30 Subject B

31 Subject C

32 Subject D

33 Subject E

34 Subject F

35 Subject G


Problem items:

Breakdown of field Bpitems - value of score (score of 9 = Missing):





Appendix C 209

TRF (all data versions):

Adaptive Functioning items:

Breakdown of field AFitems (length=14) by position in the string, item description, and value

of score (score of 9 = Missing):

Pos Item & Values

1 Know How Well: 1=Not well, 2=Moderately well, 3=Very well

2 Special Class: 0=No, 1=Yes, 2=Don’t Know

3 Repeated Grade: 0=No, 1=Yes, 2=Don’t Know

4 Subject 1: 1=Far below, 2=Somewhat below, 3=At grade, 4-=Somewhat above,

5=Far above

5 Subject 2

6 Subject 3

7 Subject 4

8 Subject 5

9 Subject 6

10 Hard Working: 1=Much less, 2=Somewhat less, 3=Slightly less, 4=About ave.,

5=Slightly more, 6=Somewhat more, 7=Much more

11 Behaving

12 Learning

13 Happy


Problem items:

Breakdown of fi eld Bpitems - value of score (score of 9=Missing):





TRF Respondent codes:

ADM or Web-Link entered, or scanned data: DOS converted data:

1=Classroom teacher 1=Teacher

2=Special Ed. teacher 2=Counselor

3=Teacher’s aide 3=Other

4=Counselor

5=Administrator

6=Other

Time in Class reserved codes: [see File→Setup→TRF for additional user-defi ned codes]

ADM or Web-Link entered, or scanned data:

1=Less than 40 minutes/day or 200 minutes/week

2=At least 40 minutes/day or 200 minutes/week

3=Full time; 4 hours/day; 20 hours/week

Appendix C210

Type of Class reserved codes: [see File→Setup→TRF for additional user-defi ned codes]

ADM or Web-Link entered, or scanned data:

1=Regular class (not remedial)

2=Learning disabled

3=Mentally retarded; LI; delayed development

4=Perceptual-motor handicap; PT; OT

5=Emotionally disturbed; SED; E/B disorder

6=Gifted, advanced, accelerated; enrichment

7=Counseling; guidance; therapy

8=Other

YASR:


Breakdown of fi eld AFitems (length=32) by position in the string, item description, and value of score

(score of 9 = Missing):

Pos Item & Values


2 Time with Friends: 0=Less and 1, 1=1 or 2, 2=3 or more

3 Gets Along Friends: 0=Not well, 1=Ave., 2=Very well

4 Invites Friends: 0=Less than 1, 1=1 or 2, 2=3 or more

5 Attend Educational Institution: 0=No, 1=Yes

6 Education A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true

7 Education B

8 Education C

9 Education D

10 Education E

11 Paid Job: 0=No, 1=Yes

12 Job A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true

13 Job B

14 Job C

15 Job D

16 Job E

17 Job F

18 Job G

19 Gets Along Siblings: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4= No siblings

20 Get Along Mother: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Deceased

21 Get Along Father: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Deceased

22 Marital Status: 0=Never, 1=W/spouse, 2=Widow, 3=Separated, 4=Divorced, 5=Other

23 With Partner: 0=No, 1=Yes

24 Partner A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true

25 Partner B

26 Partner C

27 Partner D

28 Partner E

29 Partner F

Appendix C 211

30 Partner G


32 Concerns: 0=No, 1=Yes

Problem items:




Items 56a-56j are in positions 56-65


YABCL:

Problem items:






YABCL Respondent codes:

ADM entered data & DOS converted data:

1=Mother

2=Father

3=Other

CBCL/1½-5 (C15):

Problem items:




Other items:

Field Otheritems (length=1) (score of 9 = Missing).

Illness: 0=No, 1=Yes

C15 Respondent codes:

ADM & Web-Link entered data:

1=Mother

2=Father

3=Other

Language Development Survey fi elds:

Early: 1=No, 2=Yes, 0=missing

Appendix C212

Lb_Gram: 1=pounds, 2=grams, 0=missing

Infections: 1=0-2, 2=3-5, 3=6-8, 4=9 or more, 0=missing

NonEnglish: 1=No, 2=Yes, 0=missing

SlowTalk: 1=No, 2=Yes, 0=missing

Worried: 1=No, 2=Yes, 0=missing

Spontan: 1=No, 2=Yes, 0=missing

Combines: 1=No, 2=Yes, 0=missing

Words162: 0=Not selected, 1=selected (Words 1-162, length=162)

Words310: 0=Not selected, 1=selected (Words 163 - 310, length=148)

CBCL/2-3 (C23):

Problem items:




Other items:

Field Otheritems (length=1) (score of 9 = Missing).

Illness: 0=No, 1=Yes

C23 Respondent codes:

ADM entered data & DOS converted data:

1=Mother

2=Father

3=Other

CTRF/1½-5 (T15):

Problem items:




Other items:

Breakdown of fi eld Otheritems (length=1) by position in the string, item description, and value of score

(score of 9 = Missing).

Pos Item & Values


Breakdown of fi eld Scafi tems (length=2) by position in the string, item description, and value of score


Appendix C 213

Pos Items & Values


2 Referred for Special Program: 0=No, 1=Yes, 2=Don’t know

T15 Respondent codes:


1=Teacher

2=Caregiver

CTRF/2-5 (T25):

Problem items:




Other items:

Breakdown of fi eld Otheritems (length=1) by position in the string, item description, and value of score

(score of 9 = Missing).

Pos Item & Values


Breakdown of fi eld Scafi tems (length=2) by position in the string, item description, and value of score


Pos Items & Values


2 Referred for Special Program: 0=No, 1=Yes, 2=Don’t know

T15 Respondent codes:

ADM entered data:

1=Teacher

2=Caregiver

SCICA:

Problem items:


Problems items (247 items): 0=No occurrence, 1=Slight occurrence, 2=Mild to moderate intensity,

3=Severe intensity


Ages 6-11: Problems 1-235, 247 (score of 8 for items 236-246=not available for entry)

Ages 12-18: Problems 1-247

Appendix C214

ASR:




Pos Item & Values


2 Time with Friends: 0=Less than 1, 1=1 or 2, 2=3 or 4, 3=5 or more

3 Gets Along Friends: 0=Not well, 1=Ave., 2=Above Ave., 3=Far above Ave.

4 Friends visit: 0=Less than 1, 1=1 or 2, 2=3 or 4, 3=5 or more




8 Partner B

9 Partner C

10 Partner D

11 Partner E

12 Partner F

13 Partner G

14 Partner H

15 Gets Along Brothers: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4= No siblings

16 Gets Along Sisters: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4= No siblings

17 Get Along Mother: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Deceased

18 Get Along Father: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Deceased

19 Has children: 0=No, 1=Yes

20 Gets Along Oldest: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Not Applicable

21 Gets Along 2nd: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Not Applicable

22 Get Along 3rd: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Not Applicable

23 Get Along Other: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=Not Applicable

24 Get Along Stepchildren: 0=Worse, 1=Ave., 2=Better, 3=No contact, 4=No stepchildren

25 Paid Job: 0=No, 1=Yes

26 Job A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true

27 Job B

28 Job C

29 Job D

30 Job E

31 Job F

32 Job G

33 Job H

34 Job I

35 Attend Educational Institution: 0=No, 1=Yes

36 Education A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true

37 Education B

38 Education C

39 Education D

40 Education E



Appendix C 215

Problem items:




Items 56a-56i are in positions 56-64


ABCL:




Pos Item & Values


2 Time with Friends: 0=Less than 1, 1=1 or 2, 2=3 or 4, 3=5 or more

3 Gets Along Friends: 0=Not well, 1=Ave., 2=Above Ave., 3=Far above Ave.

4 Friends visit: 0=Less than 1, 1=1 or 2, 2=3 or 4, 3=5 or more




8 Partner B

9 Partner C

10 Partner D

11 Partner E

12 Partner F

13 Partner G

14 Partner H



Problem items:




Items 56a-56g are in positions 56-62


ABCL Respondent codes:


1=Spouse

2=Partner

3=Other

Appendix C 216

TOF:

Problem items:


Problems items (125 items): 0=No occurrence, 1=Slight occurrence, 2=Mild to moderate intensity,

3=Severe intensity


Test Session information:

Items & Values:

Unless otherwise specifi ed, a blank fi eld means that no information was entered.

Tests:

CAS, DAS, KABC, SB5, WJ III COG,

WAIS-III, WISC-IV, WPPSI-III: 0=Not administered, 1=Administered

User-defi ned tests:

Other1test, Other2test, Other3test: 0=Not administered, 1=Administered

All test scores: 0-999, blank=no score

Obstime (observation time in minutes): 0-99, blank=no value entered

Rptgrd (repeated a grade): 0=No, 1=Yes, 8=Don’t know, 9=Missing

Medic (on medication): 0=No, 1=Yes, 8=Don’t know, 9=Missing

Dsmcrit (has DSM criteria): 0=No, 1=Yes, 8=Don’t know, 9=Missing

Dsmcode1 .. Dsmcode6

(fi rst DSM code .. sixth DSM code): 000.0-999.99, V00.0-V99.99, blank=no code

Illness: 0=No, 1=Yes, 8=Don’t know, 9=Missing

Speced (has school service categories): 0=No, 1=Yes, 8=Don’t know, 9=Missing

Sped1 .. Sped10

(Service category 1 .. Service category 10): 0=No, 1=Yes

TOF Respondent codes:

ADM entered data:

1=Examiner

2=Observer

217

APPENDIX D

Scoring the SCICA Observation and Self-Report Forms

SCICA OBSERVATION FORM

Items on Pages 1 and 2 of the SCICA Observation Form describe aspects of the

child’s behavior, affect, and interaction style observed during the interview. Each

observation item is scored on a 4-point scale according to the following instruc-

tions:

For each item that describes the child’s behavior during the interview, circle:

0 = no occurrence;

1 = very slight or ambiguous occurrence;

2 = defi nite occurrence with mild to moderate intensity and less

than 3 minutes duration;

3 = defi nite occurrence with severe intensity or 3 or more minutes

duration.

Your notes on the SCICA Protocol provide a basis for remembering the obser-

vations to be scored. Items should be scored to reflect actual observations made

during the interview. Score only the item that most specifically describes a particu-

lar observation. For example, several observation items describe attention prob-

lems or hyperactivity, such as 31. Doesn’t concentrate or pay attention for long on

tasks, questions, or topics; 32. Doesn’t sit still, restless, or hyperactive; 33. Easily

distracted by external stimuli; 38. Fidgets; 40. Frequently off task; 53. Lapses in

attention; 64. Needs repetition of instructions or questions; and 89. Stares blankly.

If a child exhibits any such problems during the SCICA, score the one item that

best fits the actual behavior observed. You may score more than one item only

if the child exhibits more than one different kind of problem, such as difficulty

concentrating at certain times, being off-task at other times, and being restless

throughout the interview. You should avoid scoring more than one item for the

same observation.

Observation items should not be scored solely on the basis of inferences made from

the child’s self-reports, drawings, or play. For example, a child may describe feel-

ings of sadness associated with past events, but not appear unhappy or sad during

the interview (e.g., by looking glum or crying). In this case, you should score item

147. Reports being unhappy, sad, or depressed on the Self-Report Form, but not item

107. Unhappy, sad, or depressed on the Observation Form. On the other hand, a child

may be restless or have trouble sitting still during the interview, but deny having such

problems when directly questioned about reports by parents or teachers in Section 6

of the SCICA Protocol. In this case, you should score the child on item 32. Doesn’t

sit still, restless, or hyperactive on the Observation Form, but not item 145. Reports

Appendix D 218

being unable to sit still, being restless, or hyperactive on the Self-Report

Form.

The intensity of the occurrence and the 3-minute duration are guidelines for

choosing between ratings of 1, 2, and 3. If it is unclear whether a particular

behavior occurred, or if there was only a slight occurrence, then the relevant

item should be scored 1. If a particular behavior definitely occurred with mild

to moderate intensity and less than 3 minutes over the course of the interview,

the relevant item should be scored 2. To be scored 3, a particular behavior

should have occurred with severe intensity, or occurred for a span of 3 or more

minutes, or occurred intermittently for a total of 3 or more minutes over the

course of the interview.

Guidelines for Scoring Specific Items of the SCICA Observation Form.

Guidelines for scoring specific items of the SCICA Observation Form are

summarized below. Users can refer to these guidelines when questions arise

during scoring. Several guidelines are intended to help users differentiate

between similar items. It is not necessary to memorize the guidelines for scor-

ing the SCICA.

1. Acts overly confi dent. Score for a child who has an overly confi dent

demeanor or who acts overly confi dent on specifi c interview tasks, such as

achievement tests or gross motor tasks. An example is a child who declares

that math questions are “too easy” or a child who asks for “harder” questions.

Score item 15 for bragging or boasting, such as a child saying that no one can

beat him in fi ghts or saying that he/she is the smartest kid in the class.

4. Acts too young for age. Score for a child who acts younger than expected

for his/her chronological age or has mannerisms of a younger child, such as

using baby talk, acting like a baby, or making gestures typical of a younger

child. Score item 3 for giggling and item 84 for showing off, clowning or

acting silly during the interview.

5. Apathetic or unmotivated. Score for an “I don’t care attitude” or an apathetic

approach to questions or tasks, or when the child does not bother to try to

answer questions or perform tasks. Score 1 if the behavior does not begin

until late in the interview. Score item 60 for messy work, such as messy

drawing or writing. Score item 80 for a child who seems overtired or fatigued

and item 106 for underactive or slow moving.

7. Asks for feedback on performance (describe). Includes requests for

feedback during achievement testing. A score of 3 should be reserved for

very persistent or intense requests for feedback or frequent requests that total

3 minutes duration.

8. Attempts to leave for reasons other than toilet and 55. Leaves room during

session to go to toilet. Score 2 for a single occurrence with duration <5

minutes; score 3 for more than one occurrence or duration >5 minutes. (This

item diverges from the 3-minute duration criterion.)

9. Avoids eye contact. Score 1 if avoiding eye contact occurs only during the

“warm up” period of approximately the fi rst 10 minutes of the session.

Appendix D219

10. Irresponsible, destructive, or dangerous behavior (describe). Score for

destroying things during the interview (e.g., ripping paper or drawings,

breaking pencils), doing physically dangerous behaviors (e.g., climbing

up on high furniture, poking pencils at electrical plugs), or getting into the

interviewer’s belongings (e.g., taking objects off interviewer’s desk, opening

desk drawers or fi le cabinets).

11. Behaves like opposite sex. Score for a boy who acts effeminate in voice or

gestures or a girl who wants to be called by a boy’s name or acts tough and

masculine. Do not score for the boy who has feminine physical features or the

girl who looks “tomboyish.”

17. Can’t get mind off certain thoughts; obsessions (describe). Do not score

this item for the expression of thoughts whose content is clearly covered by

another item. If a child seems preoccupied with thoughts that are not covered

by other items, but only in slight degree or not clearly of an obsessional

nature, score 1. Score 2 or 3 if a child repeatedly expresses preoccupation

with specifi c thoughts indicative of an obsessional fi xation on them. For a

score of 3, the content of expressed thoughts should be quite specifi c and

unusual regarding an activity or object. There must be explicit pre-occupa tion

with a specifi c idea that intrudes into other topics. Scores of 1 and 2 can be

used when there is doubt about the specifi city of the preoccupation, or when

the intensity or duration is not extreme. Score item 69 when a child persists

with a specifi c topic or task after the interviewer has tried to change the topic

or task.

18. Chews or sucks on things that aren’t edible. Score for chewing or sucking

clothes, hair, pencils, paper, erasers, etc. Score item 94 for sucks fi ngers or

thumb.

20. Complains of dizziness, headaches, or other somatic problems during

session (describe). Score for complaints of aches or pains that occur during

the session. Do not score for bumping an elbow. Do score for complaints

of migraines or hand hurting while drawing or writing. This may include

somatic problems with known medical or physical cause, such as a child

complaining about a stomachache or not feeling well due to a cold or fl u.

21. Complains of tasks being too hard or becomes upset by tasks. Score for

complaints that questions or tasks, such as drawings or tests, are too hard.

Score also for obvious signs of frustration with a task or questions.

22. Concrete thinking. Score if the child has diffi culty generalizing from specifi c

instances or is unusually literal or concrete in responding to questions. An

example is describing friends only in terms of physical appearance, such as

color of hair or eyes, or what they wear.

23. Confused or seems to be in a fog. Score for behaviors that suggest confused

thinking or confusion about the interview process. Score item 46 for diffi culty

remembering facts or details. Score item 86 for slowness in responding to

questions or assigned tasks. Also see items 30, 31, or 45 for more specifi c

observations.

24. Contradicts or reverses own statements. Score for a child who contradicts self

or reverses statements made earlier in the interview. Examples are a child

who initially says he/she likes everyone in the family, but later says he/she

Appendix D 220

dislikes a brother, sister, or a parent, or a child who initially says he/she has

many friends, but later says he/she has few or no friends.

29. Diffi culty following directions. Score for a child who appears to have

diffi culty carrying out instructions, violates instructions, or needs clarifi cation

or demonstration beyond repetition of questions or instructions. Score item 64

if only repetition is required without further explanation or demonstration.

30. Disjointed or tangential conversation. Score when the child makes

comments that are off the specifi c topic of conversation, or when the child’s

conversation strays from the main topic. Also score when a child changes the

conversation to an entirely new topic without being asked a question about a

new topic.

31. Doesn’t concentrate or pay attention for long on tasks, questions, topics.

Score for problems with concentration or a short attention span, but not for

intermittent lapses in attention (item 53) or distractibility (item 33). Also

score when a child has diffi culty returning to a task or when there is no

recovery of attention back to the original task once attention has wandered.

Score item 40 for off-task behavior.

32. Doesn’t sit still, restless, or hyperactive. Score 1 if restlessness does not begin

until late in session. Score for behaviors such as squirming in seat, frequently

changing position, swinging feet, or draping body across seat. Score item 38

for fi dgeting with objects, item 67 for out of seat behavior, and item 49 for

more generally impulsive behavior. If the child is restless in seat and gets out

of seat to walk around the room while talking, then both items 32 and 67 may

be scored.

33. Easily distracted by external stimuli. Score when a child is distracted by

a specifi c object, noise, or visual stimulus that takes the child off task.

Examples are hearing noises or voices outside of the interview room, seeing

planes fl ying by the window, hearing or seeing cars in the parking lot, and

asking about pictures or objects in the room.

38. Fidgets. Score for non-purposeful activity with hands that includes an object.

Examples are twirling hair, tapping pencils, picking at paper edges, and

twisting the sleeve of a shirt.

39. Fine motor diffi culty (describe). Score for uncoordinated hand movements

when drawing or writing, problems manipulating pencils, heavy pressure

on pencil, awkward pencil grasp, etc. Score item 60 for messy work. Score

both items 39 and 60 when the child clearly has fi ne motor diffi culties and

produces messy work. Score item 60 only when the child’s work is messy, but

the child does not display fi ne motor problems as described above.

40. Frequently off-task. Score when a child does something that is different from

what the interviewer requests or does not do what a specifi c task requires.

Score item 31 for more general problems concentrating or being inattentive.

Score item 76 when a child resists or refuses to do a specifi c task, such as

drawing or writing.

43. Guesses a lot; does not think out answers or strategies. Score when a child

guesses on achievement tests or in responding to questions regarding factual

information.

Appendix D221

44. Diffi culty expressing self verbally (describe). Do not score for poor

grammar, limited vocabulary, or using gestures to accompany speech. Score

for problems in verbal fl uency or communicating meaning or using actions

or gestures in place of verbal descriptions.

45. Diffi culty understanding language (describe). Score for diffi culty

understanding the meaning of questions or the inter-viewer’s conversation

or need to have questions simplifi ed. Score item 29 for diffi culty following

directions on drawing tasks or achievement tests. Do not score for problems

that appear to be related to hearing loss. Hearing problems should be listed

under item 121.

47. Hears things that aren’t there and 121. Sees things that aren’t there.

Evidence for these items must be inferred from what the child says or does.

The strongest evidence would be that the child responds to or addresses

hallucinatory phenomena. If the evidence is slight or there is uncertainty

about whether the child is pretending, score 1. Do not score for imaginary

play.

48. Impatient. Score when the child’s comments or behaviors imply a time

pressure, such as when a child wants to know when the interview will

be fi nished or when he/she will be picked up. Score item 112 if the child

expresses a desire to quit the interview or a specifi c task, such as items on

achievement tests.

49. Impulsive or acts without thinking. Score for immediate actions or responses

that seem impulsive, such as grabbing things or shifting from one action to

another. Score item 115 for a child who has a hurried approach to a specifi c

task, such as the writing sample, drawing, or achievement subtests.

52. Lacks self-confi dence or makes self-deprecating remarks. Score for

comments or behaviors that demonstrate lack of confi dence or uncertainty

about ability. Examples are saying, “I can’t do this,” or “I’m no good at

drawing,” or “I am so stupid.” Score item 50 for more specifi c behaviors that

indicate fear of making mistakes, such as fearing mistakes on achievement

tests.

53. Lapses in attention. Score for situations when a child’s attention

intermittently lapses, resulting in an interruption in behavior or conversation.

An example is a child who briefl y stops talking or drawing and vaguely looks

around or looks out the window. Score item 31 for more general problems

concentrating or being inattentive.

54. Laughs inappropriately. Score when a child laughs when it would not

normally be expected or when laughing is inappropriate for the content of the

conversation, such as laughing when describing violence.

59. Makes odd noises. Score for humming, clicking, grunting, whistling,

muttering, or singing to self, when these noises are not part of a specifi c

activity. This item can be scored even if the noises seem to indicate a happy

state of mind. Score item 99 for talking aloud to self while working on a task,

such as drawing.

60. Messy work. Score for written work or drawings that are illegible, messy, or

sloppy considering the child’s age. Score item 115 for a hurried or careless

approach to writing or drawings. Score item 39 for fi ne motor problems. Item

Appendix D 222

60 may be scored along with items 39 and/or 115 if fi ne motor problems and/

or working carelessly result in a messy work product.

61. Misbehaves, taunts, or tests the limits. Score when a child breaks the rules or

limits set by the interviewer, such as grabbing toys or papers when told not to.

Score item 105 for attempts to manipulate the interviewer or interview tasks.

63. Need coaxing or rewards to continue. Score when a child needs coaxing or

encouragement to answer questions or to continue in a task, such as drawing.

Also score when the interviewer has to give rewards, such as stickers, or has

to promise later rewards, such as a special treat or activity, to encourage the

child’s participation in the interview. Score item 64 for children who need

questions repeated during the interview.

64. Needs repetition of instructions or questions. Score when a child needs

questions or directions repeated. Do not score for repetitions made because

the child was resistant or uncooperative. Score item 63 for a child who needs

coaxing or item 76 for resistant or uncooperative behavior.

65. Nervous, highstrung, or tense and 66. Nervous movements. Score for

nervous, jumpy, overdriven, or “uptight” behavior or demeanor or a general

feeling of nervous tension from the child. Score item 66 for more specifi c

behaviors, such as twitching, eye blinks, or facial tics. Score item 104 for

tremors or shaking hands or fi ngers. Score item 101 for tension that refl ects

angry mood. Score item 32 for problems sitting still or restless behavior.

69. Perseverates on a topic or task. Score if the child persists with a specifi c

topic or theme after it has been adequately covered or when the interviewer

has tried to change the topic. Score item 17 for obsessive thoughts about

unusual or very specifi c topics or topics that intrude into other topics.

70. Picks or scratches nose, skin, or other parts of body (describe). Include

children who pick their noses during the interview. Score also for children

who pick or scratch at their skin or other body parts, such as picking at scabs,

or scratching their head or scalp. Score item 38 for fi dgeting with objects and

poking at skin with objects, such as pencils.

72. Refuses to talk and 73. Reluctant to discuss feelings or personal issues.

Score item 72 for a child who clearly refuses to talk. Score item 73 for a child

who does talk, but is reluctant to discuss feelings or personal issues.

75. Repeats certain acts over and over; compulsions (describe). Score for

repetitive, purposeless behaviors, such as touching things over and over,

rubbing hands or arms on the table, or repetitively straightening things on the

interviewer’s desk.

76. Resistant or refuses to comply (describe). Score for resistance or failure to

comply with task demands within the interview, such as resisting or refusing

to do achievement tests or the Kinetic Family Drawing. Score item 61 when

a child tests rules or expectations regarding behavior.

79. Secretive. Do not score merely for reluctance to discuss feelings or personal

issues covered by item 73. Score item 72 for a child who refuses to talk or

respond to questions.

80. Seems overtired or fatigued. Score when a child looks physically tired or

Appendix D223

sleepy. Score a 1 if the behavior does not begin until late in the interview.

Score item 5 for being apathetic or unmotivated and item 106 for underactive

or slow moving.

83. Self-conscious or easily embarrassed. Score for behaviors indicating

being self-conscious or embarrassed, such as blushing, looking apologetic,

sheepishness, or unusual sensitivity.

85. Shy or timid. Score for shy demeanor. Do not score for characteristics that are

covered more specifi cally by other items, such as item 52 for lacks confi dence,

item 83 for self-conscious, item 86 for slow to respond, or item 87 for slow to

warm up.

87. Slow to warm up. Score for a child who eventually does warm up or who

seems withdrawn only in the beginning of the interview (roughly the fi rst 5 to

10 minutes). Score item 114 for a child who appears withdrawn or who fails

to warm up throughout the interview.

89. Stares blankly. Score when a child’s eyes are not focusing on anything.

Score item 53 when the child’s attention lapses in a way that disrupts his/her

behavior, but he/she is looking at something. Score item 9 for avoiding eye

contact.

91. Strange behavior and 92. Strange ideas. Score item 91 for behavior that seems

very unusual. Score item 92 for very unusual ideas, delusional fantasies or

ideas, paranoid ideation, or strange beliefs. Scores for item 92 must be based

on what the child says, rather than on inferences from the child’s drawings or

play. If the behavior or ideas are more specifi cally covered by another item,

score the more specifi c item instead.

93. Stubborn, sullen, or irritable. Score for a generally stubborn, sullen, or

irritable demeanor. Score item 96 for sulking as a specifi c reaction during the

interview.

96. Sulks. Score for sulking when it is a reaction to something that occurs during

the interview. Score item 93 for more general demeanor of stubbornness,

sullenness, or irritability.

99. Talks aloud to self. Score for speech directed toward the self, and not toward

the interviewer. Score when a child is thinking aloud and it is clear that the

purpose of the child’s comments are not meant to communicate with the

interviewer. Score 1 for whispering to self during writing, drawing, or play.

Do not score for talking aloud during the Kinetic Family Drawing if a child’s

comments are intended to describe the drawing to the interviewer as the child

is drawing.

102. Too concerned with neatness, cleanliness, or order. Score for behaviors such

as excessive tidying of interview materials, expressed concerns about getting

hands or clothing dirty, etc. Do not score only for erasures while drawing or

writing, unless erasures are clearly due to overconcern for neatness. Score

item 34 for erasures or crossing out during writing or drawing.

103. Too fearful or anxious. Score for a child who expresses fears of the

interviewer or interview situation or who appears fearful.

105. Tries to control or manipulate interviewer. Score when a child tries to

Appendix D 224

control the course of the interview questions or tasks or tries to change

the task demands, or tries to get the interviewer to do something different.

Examples are when a child wants to ask the questions instead of letting the

interviewer ask questions or wants to administer achievement tests to the

interviewer. Score item 61 for misbehavior or testing the limits or rules.

106. Underactive or slow moving. Score when a child’s physical movements are

slowed down, such as in writing, drawing, or walking across the room. Score

1 if the behavior does not begin until late in the session. Score item 5 for a

child who seems apathetic or unmotivated or item 80 for a child who seems

overtired or fatigued.

107. Unhappy, sad, or depressed. Score for a child who has an unhappy, sad or

depressed demeanor during the interview. An example is a child who looks

unhappy or sad when discussing sensitive family issues, problems with

schoolwork, or problems making friends. Also score item 25 for a child who

cries during the interview. Score item 93 for a child who looks sullen or

irritable and item 96 for a child who sulks in response to a question or request

from the interviewer. Score item 147 for a child who reports being unhappy

or sad during the past 6 months, but may or may not appear unhappy or sad

during the interview. Do not score item 107 based only on inferences about

the child’s feelings if the child does not display a sad demeanor or appearance

of unhappiness.

112. Wants to quit or does quit tasks. Score when a child expresses a desire to quit

a task (e.g., saying “Can we stop now?”), or score when a child actually does

quit a task or the interview.

114. Withdrawn, doesn’t get involved with interviewer. Score when a child

remains uninvolved, distant, does not interact throughout the interview, or

withdraws off and on throughout the interview. Score item 87 for a child who

is slow to warm up.

115. Works quickly and carelessly. Score when a child approaches a specifi c task

quickly or carelessly. Score item 49 when hurriedness or impulsivity are

more general behaviors during the interview.

116. Worries. Score only for worries that the child expresses about the interview

or that occur during the session. Examples are a child worrying about when

or if his/her parent will be coming back, worrying about what interview

questions or tasks require, or worrying whether the interview will result in

missing some other desired activity.

117. Yawns. Score 1 for one or two defi nite or ambiguous yawns; score 2 or 3 for

persistent yawning.

119. Flat affect. Score for a child who exhibits little or no emotion during the

interview, including positive and negative feelings. Score item 5 for a child

who seems apathetic or unmotivated and item 114 for a child who seems

withdrawn or does not interact during the interview.

SCICA SELF-REPORT FORM

SCICA self-report items 122-227 on Pages 3 and 4, plus items 228-235 for

ages 6-11 on Page 4, are scored on the same 4-point scale used for scoring

observations as follows:

Appendix D225

For each item that describes the child’s conversation during the

interview, circle:

0 = no occurrence;





duration.

You should score only the item that most specifically describes the child’s

conversation during the interview. Ratings of 1, 2, and 3 are used to score the

intensity and duration of the child’s self-reports during the interview session.

If a particular problem is discussed only briefly or in an ambiguous manner,

then the relevant item is scored 1. Judgments of intensity for scores of 2 or 3

should be made according to how a particular problem is reported by the child,

not according to the interviewer’s judgment of the severity of the problem. The

3-minute duration refers to the total length of time a particular problem is dis-

cussed during the interview. For example, a child may report a problem, such

as physically attacking another child with a weapon, but discuss the problem

in a nonchalant manner and for less than 3 minutes. In this case, you should

assign a score of 2 to item 188. Reports physically attacking people, including

siblings, even though the rater may judge what the child reports to reflect a

severe problem. To be scored 3, a problem must be reported as a severe con-

cern to the child, or must be discussed for a span of 3 or more minutes, or dis-

cussed intermittently throughout the interview for a total of 3 or more minutes

over the course of the interview.

In Section 6 of the SCICA Protocol, the interviewer asks the child about spe-

cific problems reported by parents and/or teachers. If a child acknowledges

such a problem in Section 6 without further elaboration, the item is scored 1.

If a child elaborates on the problem, or has discussed the problem in previous

sections, the relevant item should be scored 2 or 3 depending on the intensity

or duration of the self-report. Finally, if a child reports a problem that clearly

ended more than 6 months prior to the interview, or if the child never discusses

a problem in the interview, the corresponding item is scored 0. When a child

reports problems that clearly occurred more than 6 months prior to the inter-

view, such as sexual abuse, the interviewer may still score other items that

reflect current self-reported emotional reactions to the problems, such as 147.

Reports being unhappy, sad, or depressed or 214. Reports worrying. You can

use the space at the bottom of Page 5 to record problems that the child reported

as occurring more than 6 months prior to the interview.

Items 122-227 are scored for all ages. For ages 6-11, items 228-235 on Page

4 of the SCICA Self-Report Form describe somatic complaints that are scored

according to the same criteria as used for other items. For ages 12-18, items

228-246 on Page 5 describe somatic complaints, substance use, and trouble

Appendix D 226

with the law. These items are scored as follows: If a child answers “no” to a

question, score the item 0; if a child answers “yes” to a question, score the item

according to the specific anchor points designated for choosing between rat-

ings of 1, 2, and 3; if a child refuses to answer a question, treat the item as miss-

ing for scoring. The numbering of items 228-246 for ages 12-18 corresponds

to questions listed in Section 9 on Page 6 of the SCICA Protocol. Additional

self-reported problems not covered by items 122-246 should be recorded in the

spaces under item 247 and scored according to the criteria for items 122-227.

Guidelines for Scoring Specific Items of the SCICA Self-Report Form.

Guidelines for scoring specific items of the SCICA Self-Report Form are sum-

marized below. Users can refer to these guidelines when questions arise during

scoring. Several guidelines are intended to help users differentiate between simi-

lar items. It is not necessary to memorize the guidelines for scoring the SCICA.

126. Reports being beaten up by others including siblings (exclude parents).

Score for a child who reports being the victim of physical attacks by others.

Score item 173 for a child who reports getting into physical fi ghts. Do not

score reports of getting hit if the child is not beaten up. Score item 174 for

getting hit or teased.

130. Reports being disobedient at home and 131. Reports being disobedient at

school. Score for reports of disobedience, breaking home or school rules, or

for reports of consequences of behavior that are clearly due to violations of

home or school rules, such as getting sent to room, getting time-outs, getting

detentions, or being sent to principal’s offi ce.

135. Reports being physically harmed by parent or guardian. Score at least 1 if

a child reports possible physical harm by parent or guardian, such as being

slapped hard. Score 2 or 3 if there is good reason to believe that physical

harm has defi nitely occurred based on a child’s verbal reports and behavior.

Physical harm includes bruises, welts, cuts, and other physical damage, as

well as being subjected to extreme physical discomfort.

136. Reports being punished a lot at home, including spanking (describe). Score

at least 1 if a child considers reported punishments to be “a lot.” Score 2 or 3

depending on whether the interviewer or rater judges reported punishment as

excessive.

138. Reports being sexually abused (describe). Score at least 1 if a child reports

possible sexual abuse. Score 2 or 3 if there is good reason to believe that

sexual abuse has defi nitely occurred based on a child’s verbal reports and

behavior. Sexual abuse can include touching and fondling of sex parts as well

as more explicit sexual activity. Score item 138 for rape, but not item 217.

150. Reports concerns about family problems (describe). Score only for family

problems the child is concerned about. Examples include divorce, parental

confl ict, economic problems, and unsatisfactory living conditions. If a child

expresses a specifi c worry about a possible future event, such as divorce

without indication of family problems, score item 214. Score item 215 when

a child expresses concerns about the possible death of a family member.

159. Reports disliking school or work. Score 2 or 3 only if a child elaborates on

Appendix D227

negative feelings about school beyond an initial negative response to the

interviewer’s questions about school.

173. Reports getting into physical fi ghts (except with siblings). Score for physical

fi ghts that include hitting, punching, pushing, scratching, etc. Score item 124

for verbal arguments with adults or peers without physical fi ghting. Score

item 123 for verbal or physical fi ghts with siblings. Score item 188 when a

child reports initiating physical attacks on other people, including siblings.

174. Reports getting teased or picked on, including by siblings. Score for

physical or verbal teasing. Include reports of being called names, being

ridiculed, being “put down,” or being hit or punched as a form of teasing or

being picked on. Score item 126 for a child who reports getting beaten up

as the victim of physical attacks. Also score item 173 when a child reports

getting into physical fi ghts that started with getting teased or picked on.

176. Reports hating or disliking brother or sister. Score 2 or 3 only if a child

elaborates on negative feelings about a sibling, including stepsiblings and

foster siblings.

184. Reports neglect of basic needs by parent or guardian (describe). Score at

least 1 if a child reports evidence of possible neglect of basic needs. Score

2 or 3 if the interviewer or rater believes that neglect has defi nitely occurred

based on a child’s verbal reports and behavior. Basic needs include food,

clothing, shelter, medical care, and education.

187. Reports obsessive thoughts (describe). Score for a child who reports not

being able to get his/her mind off a specifi c thought or always thinking about

a specifi c idea. For a score of 3, the content of the reported thoughts should

be quite specifi c and unusual regarding an activity or object. There must be

explicit preoccupation with a specifi c idea that intrudes into other topics.

Scores of 1 and 2 can be used when there is doubt about the specifi city of the

preoccupation, or when the intensity or duration of the child’s report is not

extreme.

188. Reports physically attacking people, including siblings. Score when a

child reports initiating a physical attack, even if the child feels he/she was

provoked. Score item 173 for reports of physical fi ghting without a clear

attack initiated by the child. Score item 174 for getting teased or picked on,

including getting hit, when the child does not initiate a physical attack. Do

not score for hitting in the course of a physical fi ght, but instead score item

173.

189. Reports preferring kids older than self and 191. Reports preferring kids

younger than self. Score only for a child’s actual reports of preference for

older or younger children, not just descriptions of older or younger friends.

192. Reports problems getting along with peers and 193. Reports problems

making or keeping friends. Score when a child reports that he/she does

not get along with certain children, even when he/she does get along with

other children. Score item 193 when a child reports having no friends or has

problems making or keeping friends. Score other more specifi c problems in

peer relations on items 122, 134, 168, 173, or 185.

194. Reports problems with school work or job. Score for generalized complaints

about school work, such as, reporting a school subject is too hard, getting

Appendix D 228

poor grades, or not completing school work or homework. Score also for

complaints about problems with paid jobs. Do not score for problems

involving more specifi c learning or school problems. Score item 157 for

reports of diffi culty following directions. Score item 158 for diffi culty

learning a specifi c task or school subject, such as reading or math.

195. Reports running away from home. Score when a child reports clearly having

run away from home. Do not score for wishes to run away or leave home,

running away from a parent in the course of discipline but then returning or

getting caught, or reports that an agency removed the child from the home

(e.g., “The state took me away from home.”)

198. Reports setting fi res. Score 1 if limited to playing with matches or a lighter.

Score 2 or 3 if a child reports deliberately setting fi res.

204. Reports teasing others, including siblings. Score 1 for playful teasing.

Score 2 or 3 for more deliberate teasing or harassing, such as name calling or

ridiculing others, including siblings.

207. Reports threatening other people. Score for verbal or physical threats to

others. This item can include plotting revenge if a child reports that he/she

told the intended victim. Score item 218 if a child talks about physically

attacking someone, but has not actually done so, or has not actually

threatened the intended victim. Score item 220 if a child reports seeking or

planning revenge that does not include physical violence, but has not told the

intended victim.

208. Reports trouble sleeping (describe). Do not score if the child gives a

plausible, specifi c reason or event that caused the child to have diffi culty

sleeping. Examples include noises, a sibling crying, a pet jumping on the

bed, or a pet needing to be let out several times a night. Score item 179 for

reports of nightmares.

214. Reports worrying (describe). For scores of 2 or 3, the content of worries must

be explicitly stated, not inferred from other complaints, such as complaints

about parental absence or problems with school work.

216. Talks about deliberately harming self or attempting suicide. Score when

a child describes suicidal thoughts or feelings without reporting that he/she

has actually attempted to harm herself/himself or tried to carry out a suicide.

(When a child expresses suicidal thoughts, the interviewer should have

inquired further about actual plans or attempts.) Score item 154 for reports

of deliberately harming self, including cutting self with intent to harm or

self-mutilation, or actually attempting suicide.

217. Reports sexual problems or excessive activity (describe). Score for sexual

activity that seems unusual for age. Score item 138 for rape.

219. Talks about war or generalized violence (describe). Score descriptions

of violent actions or story themes, including television shows, movies, or

games if the child’s main focus is on violence. Score item 173 or item 188

for reports of actual violent actions by the child.

228. Reports aches and pains in body. For ages 6-11, score when a child reports

aches or pains without known medical or physical cause. Include such

problems that have occurred within 6 months of the interview. For ages 12-

Appendix D229

18, score according to the anchor points on Page 5. Do not score for aches

or pains with a known physical or medical cause, such as aches or pains

associated with broken bones, colds, fl u, or menstrual “cramps.” Also score

item 20 for complaints of aches or pains (with or without known physical or

medical cause) that actually occur during the interview session.

229. Reports headaches. For ages 6-11, score when a child reports headaches

without a known medical or physical cause. Include migraine headaches.

Include such problems that have occurred within 6 months of the interview.

For ages 12-18, score according to the anchor points on Page 5. Do not score

for headaches with a known physical or medical cause, such as reading

without glasses. Also score item 20 for complaints of headaches (with or

without known physical or medical cause) that actually occur during the

interview session.

230. Reports nausea, feeling sick. For ages 6-11, score when a child reports

nausea or feeling sick without known medical or physical cause. Include such

problems that have occurred within 6 months of the interview. For ages 12-

18, score according to the anchor points on Page 5. Do not score for nausea

with a known physical or medical cause, such as the fl u or cold. Also score

item 20 for complaints of nausea or feeling sick (with or without known

physical or medical cause) that actually occur during the interview session.

231. Reports overeating. For ages 6-11, score when a child reports overeating

as a problem without known medical or physical cause. Include overeating

that has occurred within 6 months of the interview. For ages 12-18, score

according to the anchor points on Page 5. Do not score for overeating with a

known physical or medical cause, such as competing in a contest.

232. Reports problems with eyes. For ages 6-11, score when a child reports eye

problems without known medical or physical cause. Include eye problems

that have occurred within 6 months of the interview. For ages 12-18, score

according to the anchor points on Page 5. Do not score for eye problems with

a known physical or medical cause, such as not wearing prescribed glasses.

Also score item 20 for complaints of eye problems (with or without known

physical or medical cause) that actually occur during the interview session.

233. Reports rashes, skin problems. For ages 6-11, score when a child reports

rashes or skin problems without known medical or physical cause. Include

such problems that have occurred within 6 months of the interview. For ages

12-18, score according to the anchor points on Page 5. Do not score for rashes

or skin problems with a known physical or medical cause, such as insect bites

or an allegic reaction.

234. Reports stomachaches. For ages 6-11, score when a child reports stomachaches

without known medical or physical cause. Include stomachaches that have

occurred within 6 months of the interview. For ages 12-18, score according

to the anchor points on Page 5. Do not score for stomachaches with a known

physical or medical cause, such as eating too much, menstrual “cramps,” or

having the fl u or a cold. Also score item 20 for complaints of stomachaches

(with or without known physical or medical cause) that actually occur during

the interview session.

235. Reports vomiting, throwing up. For ages 6-11, score when a child reports

vomiting or throwing up without known medical or physical cause. Include

Appendix D 230

such problems that have occurred within 6 months of the interview. For ages

12-18, score according to the anchor points on Page 5. Do not score for

vomiting or throwing up with a known physical or medical cause, such as

eating too much, having the fl u, or an allergic reaction.

236-246. Score only for ages 12-18, according to the anchor points on Page 5.

APPENDIX E

Scoring the Test Observation Form (TOF)

Items on Pages 3 and 4 of the Test Observation Form describe behavioral and emo-

tional problems that might occur during during test sessions. Each observation item

is scored on a 4-point scale according to the following instructions:

For each item that describes the child’s behavior during the interview, circle:

0 = no occurrence;





duration.

Your notes from Page 2 of the TOF form provide a basis for remembering the

observations to be scored. Score only those TOF items that refl ect actual observa-

tions made during the testing period. Items should not be scored solely on the basis

of inferences made from a child’s comments, writing, drawings, or behavior. For

example, during your conversation, a child may describe sad events, but not appear

unhappy or sad during testing (e.g., by looking glum). In this case, you should

not score item 107. Unhappy, sad, or depressed. As another example, a child may

be reluctant to guess when encouraged to do so, or a child may answer “don’t

know” in response to many questions, which might suggest that the child lacks

self-confidence. However, in such cases, you should only score the child on item

74. Reluctant to guess or 77. Says “don’t know” a lot, but not on item 52. Lacks

self-confidence or makes or make self-deprecating remarks, unless there is more

specific evidence of no self-confidence. On the other hand, another child may state

that he is no good at certain tasks, such as writing or drawing, or say that he thinks

he is stupid. In this case, you can score the child on item 52. You can also use the

open-ended item 125 to record and score problems not specifically listed on the

TOF.

GUIDELINES FOR SCORING SPECIFIC TOF ITEMS

Guidelines for scoring specifi c items on the TOF are summarized below. Users can

refer to these guidelines when questions arise during scoring. Several guidelines

are intended to help you differentiate between similar items. It is not necessary to

memorize the guidelines for scoring the TOF.

1. Acts overly confi dent. Score for a child who has an overly confi dent demeanor or

who acts overly confi dent on specifi c tasks. An example is a child who declares

that questions or tasks are “too easy” or a child who asks for “harder” questions or

tasks. Score item 15 for bragging or boasting, such as a child saying that he/she is

the smartest kid in the class.

Appendix E 232

4. Acts too young for age. Score for a child who acts younger or seems immature

for his/her chronological age or has mannerisms of a younger child, such as

baby talk or acting like a baby, or making gestures typical of a younger child.

Score item 3 for giggling and item 84 for showing off, clowning, or acting

silly during the test session.

5. Apathetic or unmotivated. Score for an “I don’t care attitude” or an apathetic

approach to questions or tasks, or when the child does not try to answer

questions or perform tasks. Score 1 if the behavior does not begin until late

in testing. Score item 80 for a child who seems overtired or fatigued and item

106 for underactive or slow moving.

7. Asks for feedback on performance (describe). Score for a child who specifi cally

asks for feedback on performance during testing, such as asking, “Is that

right?” or “What was my score?” A score of 3 should be reserved for very

persistent or intense requests for feedback or frequent requests that total 3 or

more minutes duration.

8. Attempts to leave for reasons other than toilet and 55. Leaves room during

session to go to toilet. Score 2 for a single occurrence with duration <5

minutes; score 3 for more than one occurrence or duration of >5 minutes.

(This item diverges from the 3-minute duration criterion.) Do not score

items 8 or 9 if the child leaves the room for breaks in the test session that are

allowed or suggested by the examiner.

9. Avoids eye contact. Score 1 if a child’s avoids eye contact only during the

“warm up” period of approximate ly the fi rst 10 minutes of the session.

10. Irresponsible, destructive, or dangerous behavior (describe). Score for

destroying things during testing (e.g., ripping paper or drawings, breaking

pencils), doing physically dangerous behaviors (e.g., climbing up on high

furniture, poking pencils into wall plugs), or getting into the examiner’s

belongings (e.g., taking objects off examiner’s desk, opening desk drawers

or fi le cabinets).

17. Can’t get mind off certain thoughts; obsessions (describe). Do not score

this item for the expression of thoughts whose content is clearly covered by

another item. If a child seems preoccupied with thoughts that are not covered

by other items, but only in slight degree or not clearly of an obsessional

nature, score 1. Score 2 or 3 if the child repeatedly expresses preoccupation

with specifi c thoughts indicative of an obsessional fi xation on them. For a

score of 3, the content of expressed thoughts should be quite specifi c and

unusual regarding an activity or object. There must be explicit preoccupa tion

with a specifi c idea that intrudes into other topics. Scores of 1 and 2 can be

used when there is doubt about the specifi city of the preoccupation, or when

the intensity or duration is not extreme. Score item 69 when a child persists

with a specifi c topic or task after the examiner has tried to change the topic

or task.

18. Chews or sucks on things that aren’t edible. Score for chewing or sucking

clothes, hair, pencils, paper, erasers, etc. Score item 94 for sucks fi ngers or

thumb.

20. Complains of dizziness, headaches, or other somatic problems during

session without known physical cause (describe). Score for com plaints of

Appendix E 233

aches or pains that occur during the session and have no known medical or

physical cause. Do not score for bumping an elbow. Do score for complaints

of migraines or hand hurting while drawing or writing. The examiner can use

historical or medical data from clinical records or parent interviews to decide

whether a complaint has a physical cause. For example, if the examiner

learned that the child had a headache because of a need for glasses, or the

child wasn’t feeling well due to a cold or fl u, item 20 should be scored 0.

21. Complains of tasks being too hard or upset by tasks. Score for complaints

that questions or tasks, such as drawings or tests, are too hard. Score also for

obvious signs of frustration with a task or questions.

22. Concrete thinking. Score if the child has diffi culty generaliz ing from specifi c

instances or is unusually literal in responding to questions. An example is

describing friends only in terms of physical appearance, such as hair color or

what they wear.

23. Confused or seems to be in a fog. Score for behaviors that suggest confused

thinking or confusion about the testing process or conversation. Score item

29 for diffi culty following directions and item 46 for diffi culty remembering

facts or details. Score item 86 for slowness in responding to questions or

assigned tasks. Also see items 30, 31, or 45 for more specifi c observations.

24. Contradicts or reverses own statements. Score for a child who contradicts

or reverses statements made earlier. Examples are a child who initially says

he/she likes everything in school, but later says he/she hates school work. Do

not score for a child who corrects his/her mistakes or changes his/her answer

to specifi c test question.

29. Diffi culty following directions. Score for a child who appears to have

diffi culty carrying out instructions, violates instructions, or needs clarifi cation

or demonstration beyond repetition of questions or instructions. Score item 64

if only repetition is required without further explanation or demonstration.

30. Disjointed or tangential conversation. Score when a child makes comments

that are off the specifi c topic of conversation, or when the child’s conversation

strays from the main topic. Also score when a child changes the conversation

to an entirely new topic without being asked a question about a new topic.

31. Doesn’t concentrate or pay attention for long on tasks, questions, topics.

Score for problems with concentration or short attention span, but not for

intermittent lapses in attention (item 53) or for distractibility (item 33). Also

score when a child has diffi culty returning to a task or when there is no

recovery of attention back to the original task once attention has wandered.

Score item 40 for off task behavior.

32. Doesn’t sit still, restless, or hyperactive. Score 1 if restlessness does not begin

until late in session. Score for behaviors such as squirming in seat, frequently

changing position, swinging feet, or draping body across the seat. Score item

38 for fi dgeting, item 67 for out of seat behavior, and item 49 for more general

impulsive behavior. If the child is restless in the seat and gets out of the seat

to walk around the room during testing or while talking, then both items 32

and 67 may be scored.

33. Easily distracted by external stimuli. Score when a child is distracted by a

specifi c object, noise, or visual stimulus that takes the child off task. Examples

Appendix E 234

are hearing noises or voices outside of testing room, seeing planes fl ying by

the window, hearing or seeing cars in the parking lot, or asking about pictures

or objects in the testing room.

34. Erases or crosses out a lot in writing or drawing. Score when a child erases

or crosses out more than would be expected during writing or drawing. Score

2 or 3 if the erasures or crossing out produce holes or unusually heavy marks

on the paper.

38. Fidgets. Score for non-purposeful activity with hands that includes an object.

Examples are twirling hair, tapping pencils, picking at paper edges, and

twisting the sleeve of a shirt.

39. Fine motor diffi culty (describe). Score for uncoordi nated hand movements

when drawing or writing, problems manipulating pencils, heavy pressure on

pencil, awkward pencil grasp, etc. Score item 60 for messy work. Score items

39 and 60 when the child clearly has fi ne motor diffi culties and produces

messy work. Score item 60 only when the child’s work is messy, but the child

does not display fi ne motor problems as described above.

40. Frequently off task. Score when a child does something that is different from

what the examiner requests or a task requires. Do not score for a child who

is inattentive, but stays on task. Score item 31 for problems concentrating or

inattentiveness. Score item 76 when a child resists or refuses to do a specifi c

task.

43. Guesses a lot; does not think out answers or strategies. Score when a

child guesses a lot on tests or in responding to questions regarding factual

information. Do not score for a child who guesses only when the examiner

suggests guessing.

44. Diffi culty expressing self verbally (describe). Do not score for poor grammar,

limited vocabulary, or using gestures to accompany speech. Score for problems

in verbal fl uency or communicating meaning, word fi nding problems, unusual

syntax, or using actions or gestures in place of verbal descriptions.

45. Diffi culty understanding language (describe). Score for diffi culty

understanding the meaning of questions or the examiner’s conversation or

need to have questions simplifi ed. Score item 29 for diffi culty following

directions. Do not score for problems that appear to be related to hearing loss.

Hear ing problems should be listed under item 125.

48. Impatient. Score when the child’s comments or behaviors imply a time

pressure, such as when a child wants to know when testing will be fi nished,

when he/she can move on to another task, or when he/she will be picked up

by parents or guardians. Score item 112 if the child expresses a desire to quit

testing.

49. Impulsive or acts without thinking. Score for immediate actions or responses

that seem impulsive, such as grabbing things or shifting from one action to

another. Score item 115 for a child who has a careless or hurried approach to a

task, such as a specifi c subtest, writing sample, or drawing. Score item 123 for

a child who responds or blurts out answers before instructions or questions

are completed. Score item 124 for a child who interrupts the examiner’s

conversation or instructions with his/her own comments.

Appendix E 235

52. Lacks self-confi dence or makes self-deprecating remarks. Score for

comments or behaviors that demonstrate lack of confi dence or uncertainty

about ability. Examples are saying, “I can’t do this,” or “I’m no good at this,”

or “I am stupid.” Score item 50 for more specifi c behaviors that indicate the

child is afraid of making mistakes. Score item 74 if the child is reluctant to

guess as answers to questions or tasks.

53. Lapses in attention. Score for situations when a child’s attention intermittently

lapses, resulting in an interruption in behavior or conversation. An example

is a child who briefl y stops talking or stops performing a task and vaguely

looks around the room or looks out the window. Score item 31 for problems

concentrating or more general inattention. Score item 33 for a child who is

distracted by specifi c external stimuli, such as something going on outside the

testing room.

54. Laughs inappropriately. Score when a child’s affect is different from what

would normally be expected or is inappropriate for the content of the

conversation, such as laughing when describing violence or mean behavior

to others.

59. Makes odd noises. Score for humming, clicking, grunting, whistling, muttering,

or singing to self, when these noises are not part of specifi ed activity, such as a

song or imitation of animals. This item can be scored even if the noises seem

to indicate a happy state in the child. Score this item for vocal tics. Score item

99 for talking aloud to self while working on a drawing or task.

60. Messy work. Score for written work or drawings that are illegible, messy, or

sloppy, considering the child’s age. Score item 115 for a hurried or careless

approach to writing or drawings. Score item 39 for fi ne motor problems, such

as awkward pencil grasp. Item 60 may be scored along with items 39 and/or

115 if fi ne motor problems and/or working carelessly result in a messy work

product.

61. Misbehaves, taunts, or tests the limits. Score when a child breaks the rules or

tests the limits set by the examiner, such as grabbing test materials, toys, or

papers when told not to. Score item 105 for attempts to manipulate or control

the examiner or tasks.

63. Needs coaxing or rewards to continue. Score when a child needs

encouragement or coaxing during testing. Score this item when the examiner

has to give rewards, such as stickers, or the examiner uses point systems, or

other techniques, to motivate a child to try or to complete tasks. Also score

when the examiner uses rewards or point systems to encourage good behavior

or to encourage the child’s general participation in the test session.

64. Needs repetition of instructions or questions. Score when a child needs

questions or directions repeated. Score 1 for only 1 or 2 repeats and

score 2 or 3 for multiple repeats. Score item 29 if a child appears to have

diffi culty following directions, violates instructions, or needs clarifi cation or

demonstration of tasks beyond a single repetition. Score item 63 for a child

who needs coaxing or rewards to continue testing. Score item 76 for a child

who is resistant or uncooperative during testing.

65. Nervous, highstrung, or tense and 66. Nervous movements, twitching, tics,

or other unusual movements. Score item 65 for nervous, jumpy, overdriven,

Appendix E 236

or “uptight” behavior or demeanor or a general feeling of nervous tension

from the child. Score item 66 for more specifi c unusual behaviors, such as

twitching, eye blinks, or facial tics. Score item 104 for tremors or shaking

hands or fi ngers. Score item 101 for tension that refl ects angry mood. Score

item 32 for problems sitting still or restless behavior. Score item 59 for

unusual or odd noises, including vocal tics.

69. Perseverates on a topic or task. Score if the child persists with a specifi c topic

or theme after it has been adequately covered or when the examiner has tried

to change the topic. The repetitious theme may reappear after conversation has

moved to a new topic. Score also for children who are reluctant or refuse to

quit on tasks after being informed of time limits. Score item 17 for obsessive

thoughts about unusual topics or topics that intrude into other topics.

70. Picks or scratches nose, skin, or other parts of body (describe). Score for

children who pick their nose during testing. Score also for a child who picks

at other body parts, such as picking at scabs, or scratching his/her head or

scalp. Score item 38 for fi dgeting with objects and poking skin with objects,

such as pencils.

72. Refuses to talk and 73. Reluctant to discuss feelings or personal issues. Score

item 72 for a child who clearly refuses to talk. Score item 73 for a child who

does talk, but is reluctant to discuss feelings or certain personal issues or

topics.

75. Repeats certain acts over and over; compulsions (describe). Score for

repetitive, purposeless behaviors, such as touching things over and over,

rubbing hands or arms on the table, or repetitively straightening things on the

table or examiner’s desk.

76. Resistant or refuses to comply (describe). Score for resistance or failure

to comply with task demands during testing, such as resisting or refusing

to do certain tests or refusing to do drawings. Score item 61 when a child

misbehaves or tests rules or expectations regarding behavior. Score item 48 if

a child seems impatient, but does comply with task demands.

80. Seems overtired or fatigued. Score when a child looks physically tired or

sleepy. Score 1 if the behavior does not begin until late in testing. Score item

5 for a child who is apathetic or unmotivated and item 106 for a child who is

underactive or slow moving.

81. Seems too dependent on examiner. Score for a child who makes excessive

requests for help with tasks. Score item 50 for a child who is afraid of making

mistakes.

83. Self-conscious or easily embarrassed. Score for behaviors indicating self-

consciousness or embarrassment, such as blushing, looking apologetic,

sheepishness, or unusual sensitivity.

85. Shy or timid. Score for shy demeanor. Do not score for characteristics that

are covered more specifi cally by other items, such as item 52 for lacks self-

confi dence, item 86 for slow to respond verbally, or item 87 for slow to warm

up.

87. Slow to warm up. Score for a child who seems withdrawn only in the beginning

of testing (roughly the fi rst 5 to 10 minutes), but eventually does warm up.

Score item 114 for a child who appears withdrawn or who fails to warm up.

Appendix E 237

89. Stares blankly. Score when a child’s eyes are not focusing on anything.

Score item 53 when the child’s attention lapses in a way that disrupts his/her

behavior, but he/she is looking at something. Score item 9 for avoiding eye

contact.

91. Strange behavior. Score item 91 for behavior that seems very unusual. If

the behavior is more specifi cally covered by another item, such as 109 for

unusually changeable behavior, score the more specifi c item instead.

93. Stubborn, sullen, or irritable. Score for a generally stubborn, sullen, or

irritable demeanor. Score item 96 for sulking as a specifi c reaction to a task

demand or limit setting during testing.

96. Sulks. Score for sulking when it is a reaction to something that occurs during

testing, such as telling the child he/she cannot do something. Score item 93

for more general demeanor of stubbornness, sullenness, or irritability.

99. Talks aloud to self. Score for speech directed toward the self, and not toward

the examiner. Score when a child is thinking aloud and it is clear that the

purpose of the child’s comments are not meant to communicate with the

examiner. Score 1 for whispering to self during manipulative tasks, writing,

drawing, or other tasks. Do not score for talking aloud if a child’s comments

are intended to describe what he/she is doing for the examiner.

102. Too concerned with neatness, cleanliness, or order. Score for behaviors such

as excessive tidying of testing materials, expressed concerns about getting

hands or clothing dirty, etc. Do not score only for erasures while drawing or

writing, unless erasures are clearly due to an over concern for neatness. Score

item 34 when a child erases or crosses out a lot during writing or drawing.

103. Too fearful or anxious. Score for a child who expresses fears of certain tests

or the testing situation or who appears generally fearful. If a child reports

fears of persons or situations outside of the testing session (e.g., fears about

situations at home or school), score item 125 for “Other problems.”

105. Tries to control or manipulate examiner. Score when a child tries to control

the course of testing questions or tasks, tries to change the task demands, or

tries to get the examiner to do something different. Examples are when a child

wants to ask the questions instead of the examiner, wants to administer tests

to the examiner, or won’t let the examiner demonstrate tasks. Score item 61

for misbehavior or testing the limits or rules.

106. Underactive or slow moving. Score when a child’s physical movements are

slowed down, such as slowness in manipulating objects, writing, drawing, or

walking across the room. Score 1 if the behavior does not begin until late in

the session. Score item 5 for children who seem apathetic or unmotivated or

item 80 for children who seem overtired or fatigued.

107. Unhappy, sad, or depressed. Score for a child who has an unhappy, sad, or

depressed demeanor during the test session. An example is a child who looks

unhappy or sad when discussing school or family situations during a warm-up

interview or who looks unhappy when responding to certain test questions.

Also score item 25 for a child who cries during the test session. Score item 93

for a child who looks sullen or irritable and item 96 for a child who sulks in

response to a question or a request from the examiner. Do not score item 107

Appendix E 238

based only on inferences about a child’s feelings if the child does not display

a sad demeanor or appearance of unhappiness.

112. Wants to quit or does quit tasks. Score when a child expresses a desire to quit

a task (e.g., saying “Can we stop now?”), gives up, or actually does quit a task

before completing it or quits before time limits are up.

114. Withdrawn, doesn’t get involved with examiner. Score when a child is

uninvolved or distant, does not interact with the examiner during testing,

or withdraws throughout testing. Score item 76 for a child who refuses to

comply with task demands. Score item 87 for a child who is slow to warm up,

but is not withdrawn.

115. Works quickly and carelessly. Score when a child approaches particular tasks

quickly or carelessly. Score item 49 when hurrying or acting impulsively are

more general behaviors during testing.

116. Worries. Score only for worries that the child expresses during the test

session. Examples are a child worrying about when his/her parent will be

coming back, worrying about what questions or tasks require, worrying

whether testing will result in missing some other desired activity, or worrying

about what the tests scores show. Do not score if the only evidence of worries

is from a parent or teacher report about the child.

117. Yawns. Score 1 for one or two defi nite or ambigu ous yawns; score 2 or 3 for

persistent yawning.

118. Denies responsibility or blames others. Score for a child who blames the

examiner or the test for his/her diffi culty in performing a task, such as saying

there are not enough pieces to perform a puzzle task.

119. Flat affect. Score for a child who exhibits little or no emotion during testing,

including positive or negative feelings. Score item 5 for a child who seems

apathetic or unmotivated. Score item 114 for a child who seems withdrawn or

does not interact with the examiner.

123. Responds before instructions are completed. Score for a child who begins

a task before instructions are completed or a child who blurts out answers

before questions are completed. Score item 49 for more general impulsive

behavior or acting without thinking.

124. Interrupts. Score for a child who interrupts the examiner’s conversation or

instructions with his/her own comments or questions about tasks.

FOR THE ASSESSMENT DATA MANAGER …aseba.com/products/manuals/ADM5.pdf · Competence Section (CBCL...

Documents

Transcript of FOR THE ASSESSMENT DATA MANAGER …aseba.com/products/manuals/ADM5.pdf · Competence Section (CBCL...