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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 mail@ASEBA.org 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
Internalizing, Externalizing, Total Problems....................................................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
Internalizing, Externalizing, Total Problems....................................................72
Critical Items ....................................................................................................72
Other Problems.................................................................................................72
Items Not Counted ...........................................................................................72
Substance Use Scales & Profi les .............................................................................73
DSM-Oriented Profi les ............................................................................................73
Attention Problems Subscales ..........................................................................73
17. SCICA Profi les..........................................................................................................74
Syndrome Scales......................................................................................................74
Internalizing, Externalizing, Total Problems....................................................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
Internalizing, Externalizing, Total Problems....................................................77
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
Internalizing, Externalizing, Total Problems....................................................82
Other Problems.................................................................................................82
Items Not Counted ...........................................................................................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
Internalizing, Externalizing, Total Problems....................................................87
Other Problems.................................................................................................87
Items Not Counted ...........................................................................................87
YASR Substance Use Scales & Profi le....................................................................87
21. CBCL/2-3 & C-TRF/2-5 Profi les ............................................................................89
Syndrome Scales......................................................................................................89
Internalizing, Externalizing, Total Problems....................................................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
Rating Form Information .................................................................................93
Problem Items ..................................................................................................93
Q Correlations Between Item Scores ..............................................................94
T Scores for Syndrome Scales..........................................................................94
T Scores for Internalizing, Externalizing, Total Problems ...............................94
DSM-Oriented Scales ..............................................................................................94
T Scores for DSM-oriented scales....................................................................94
24. Cross-Informant Report for ASR & ABCL Forms ...............................................95
Rating Form Information .................................................................................95
Common Items .................................................................................................95
Q Correlations Between Item Scores ...............................................................95
T Scores for Syndrome Scales..........................................................................96
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
Rating Form Information .................................................................................97
Common Items .................................................................................................97
Q Correlations Between Item Scores ...............................................................97
T Scores for Syndrome Scales..........................................................................98
T Scores for Internalizing, Externalizing, Total Problems ...............................98
26. Cross-Informant Report for YASR & YABCL Forms..........................................99
Rating Form Information .................................................................................99
Common Items .................................................................................................99
Q Correlations Between Item Scores ...............................................................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
Selection Criteria Screen................................................................................107
Export Data for Analysis Screen ....................................................................107
Remove Individuals, Remove Forms ....................................................................108
Selection Criteria Screen................................................................................108
Remove Individuals Screen or Remove Forms Screen..................................109
Reassign List Codes...............................................................................................109
Selection Criteria Screen................................................................................109
Reassign List Codes Screen ...........................................................................110
Score Rating Forms ...............................................................................................111
Selection Criteria Screen................................................................................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.
3) Click Start → Run, browse to Setup.exe on the CD-ROM drive, click
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
located on stickers attached to the ADM case.
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.
2) Click Start → Run, browse to Setup.exe on the CD-ROM drive, click
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
located on stickers attached to the ADM case.
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.
Features of ADM version 3.0 included in ADM 5.0
• 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.
Features of ADM version 2.0 included in ADM 5.0
• 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
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.
TRF Setup7
TRF Setup38
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.
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.
NOTE: During editing and post-entry verification, the suppressed category will
appear in the selection list for previously entered forms that used the category.
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
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 four 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.
Category description column
Those categories with white backgrounds can be modified in the list table.
8 C-TRF Setup
C-TRF Setup40
Code column
The code for each selection is displayed in this column. If the backgound for
a code is white, the code can be modified in the list table. If the background
is gray, 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.
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).
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.
NOTE: During editing and post-entry verification, the suppressed category will
appear in the selection list for previously entered forms that used the category.
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
code may be important to those users who wish to do statistical analyses.
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
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 four 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.
Category description column
Those categories with white backgrounds can be modified in the list table.
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
SCICA Setup9
SCICA Setup42
is gray, 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.
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).
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.
NOTE: During editing and post-entry verification, the suppressed category will
appear in the selection list for previously entered forms that used the category.
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
code may be important to those users who wish to do statistical analyses.
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 contents for the selected list and their associated codes are reported.
The List Table
The list table displays information in four 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.
Category description column
Those categories with white backgrounds can be modified in the list table.
10 TOF Setup
TOF Setup44
Code column
The code for each selection is displayed in this column. If the backgound for
a code is white, the code can be modified in the list table. If the background
is gray, 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.
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).
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.
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.
Entering Data from Forms 53
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
Forms: CBCL, TRF, CBCL/2-3, CBCL/1½-5, C-TRF/2-5,
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
Forms: CBCL, TRF, CBCL/2-3, CBCL/1½-5, C-TRF/2-5,
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.
Entering Data from Forms54
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.
Entering Data from Forms 55
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.
Entering Data from Forms56
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.
Entering Data from Forms 57
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/6-18, YSR, TRF/6-18 (all Data version = 2001)
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/6-18, YSR, TRF/6-18 (all Data version = 2001)
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.
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
NOTE: If data for one score are missing, the mean of the other five scores is
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
clinical range are marked by the letter “B.”
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
CBCL/6-18, YSR, & TRF/6-18 Profiles 65
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.
CBCL/6-18, YSR, & TRF/6-18 Profiles66
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.
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 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.
Internalizing, Externalizing, Total Problems
Page 2 displays total scores, T scores, and percentiles for Internalizing, Exter-
nalizing, and Total Problems. T scores that are in the clinical range are marked
15 CBCL/1½-5 &
C-TRF/1½-5 Profi les
CBCL/1½-5 & C-TRF/1½-5 Profi les68
by the letter “C,” while T scores that are in the borderline clinical range are
marked by the letter “B.”
Other Problems
On the right 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.
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 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
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.
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.
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 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.
Internalizing, Externalizing, Total Problems
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
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.
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.
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 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.
Internalizing, Externalizing, Total Problems
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
Total Problems score.
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.
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.
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.
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 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
clinical range are marked by the letter “B.”
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.
Internalizing, Externalizing, Total Problems
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.
NOTE: A warning will be printed on the profile if the child’s age is out of the
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
CBCL/4-18, YSR, & TRF/5-18 Profiles 79
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.
CBCL/4-18, YSR, & TRF/5-18 Profiles80
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.
NOTE: If data for one score are missing, the mean of the other five scores is
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
The graphic display on the top half of Page 1 compares the child to the relevant
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.
CBCL/4-18, YSR, & TRF/5-18 Profiles 81
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.”
The graphic display on the top half of Page 1 compares the child to the relevant
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)
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
CBCL/4-18, YSR, & TRF/5-18 Profiles82
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.
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 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
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 2 compares the child to the relevant
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.
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 the right 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, 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,
CBCL/4-18, YSR, & TRF/5-18 Profiles 83
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
CBCL/4-18, YSR, & TRF/5-18 Profiles84
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.
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 there are more than 8 missing
items. If there are more than 20 missing items, no scores will be calculated or
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.
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 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
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 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.
Internalizing, Externalizing, Total Problems
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
Page 1 displays 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.
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 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.”
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 designate the borderline clinical range. Problem
scores above the top broken line are in the clinical range.
Internalizing, Externalizing, Total Problems
Page 2 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 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
On the right 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.
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 there are more than 8 missing
items. If there are more than 20 missing items, no scores will be calculated or
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
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 = 2000).
Rating Form Information
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
comparison was made, and information about the informant who completed
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 (–).
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 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
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 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 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 (–).
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.
95
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 = 2003).
Rating Form Information
The top of page 1 displays information about the adult 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 adult when the
comparison was made, and information about the informant who completed
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
(–).
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 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 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, 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
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-
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 (–).
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.
97
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 = 1991).
Rating Form Information
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 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 (–).
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 described in the
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
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.
99
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 = 1997).
Rating Form Information
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
(–).
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 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.”
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.
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.
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
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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-
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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.
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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.
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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.
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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.
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 the export. 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.
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.
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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.
Selection Criteria Screen
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.
Next buttonClick the button to move to the final screen for this task.
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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.
Selection Criteria Screen
On the Selection Criteria screen, create the criteria set you want to use to
locate those forms and individuals with list codes to be reassigned. 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
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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 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.
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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.
Selection Criteria Screen
On the Selection Criteria screen, create the criteria set you want to use to
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:
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CBCL/4-18, YSR, TRF/5-18 (all Data version = 1991)
CBCL/6-18, YSR, TRF/6-18 (all Data version = 2001)
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.
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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.
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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.
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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.
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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.
ADM Data Transfer 123
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.
ADM Data Transfer124
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.
ADM Data Transfer 125
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.
ADM Data Transfer126
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
ADM Data Transfer 127
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.
ADM Data Transfer128
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 129
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.
ADM Data Transfer130
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.
ADM Data Transfer 131
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
When you select a list, the list contents are displayed in the table to the right.
Print List
The list contents for the selected list and their associated codes are reported.
DOS Data Conversion136
The List Table
The list table displays information in three 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. 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.
DOS Data Conversion 137
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.
View Fatal Errors button
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-
DOS Data Conversion138
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
Serious problems have been found. These problems must be resolved before
the form can be processed. Select the Status button to view the errors.
First, Middle, Last Names
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.
DOS Data Conversion 139
Type
The abbreviation for the form type is displayed if ADM could recognize it.
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
This column contains a brief description of the cause of the fatal error.
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.
DOS Data Conversion140
Date
Displays the date the form was converted into ADM format.
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.
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
before the form can be processed.
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 in the ASCII record 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. 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.
Decisions selections
You can choose to:
( ) Accept this form to be processed
( ) Do not process this form
DOS Data Conversion 141
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.
DOS Data Conversion142
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
selected code. (Blanks)
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.)
Col. # Field Description
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.
DOS Data Conversion 143
YSR -- Output from DOS ENTER DATA mode-- (*.YSR)
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)
31-32 aGrade in School. (Blanks)
33-34 aAgency code: User
selected code. (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.)
Col. # Field Description
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:
01-15 Same as card 1 (11-12: card number is 02.)
16-80 Problem Items 1-58 from YSR: 0-2. (9)
Third Card:
01-15 Same as cards 1-2 (11-12: card number is 03).
16-69 Problem Items 59-112 from YSR: 0-2. (9)
70-72 The letters “END” to mark verifi ed case,
“UNV” to mark unverifi ed case, or “EDT” to mark
edited case.
DOS Data Conversion144
TRF -- Output from DOS ENTER DATA mode-- (*.TRF)
Adaptive Functioning 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
16-17 aGrade in School. (Blanks)
18 aEthnicity: User selected code. (Blank)
19-20 aSocioeconomic Status: User
selected code. (Blanks)
21-26 aDate Filled Out: MMDDYY. (Blanks)
27 aFilled Out By: 1=Teacher; 2=Counselor;
3=Other; 4= Multiple. (Blank)
28-29 aAgency code: User
selected code. (Blanks)
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.)
Col. # Field Description
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:
01-15 Same as card 1 (11-12: card number is 02.)
16-80 Problem Items 1-58 from TRF: 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 TRF: 0-2. (9)
71-73 The letters “END” to mark verifi ed case,
“UNV” to mark unverifi ed case, or “EDT” to mark
edited.
DOS Data Conversion 145
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:
Col. # Field Description
1-10 Subject ID #. (Blanks)
11-12 Card number: (01)
13 Sex: 1=Male; 2=Female
14-15 Age in years
16 aEthnicity: User selected code. (Blank)
17-22 aDate fi lled out: MMDDYY. (Blanks)
23-28 aDate of birth: MMDDYY. (Blanks)
29-30 aSubject=s socioeconomic status: User
selected code. (Blanks)
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.)
Col. # Field Description
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:
1-15 Same as card 1 (11-12: card number is 02.)
16-80 Problem Items 1-56j from YASR: 0-2. (9)
Third Card:
1-15 Same as cards 1-2 (11-12: card number is 03).
16-75 Problem Items 57-116 from YASR: 0-2. (9)
Fourth Card:
1-15 Same as cards 1-3 (11-12: card number is 04).
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)
24-26 The letters “END” to mark verifi ed case,
“UNV” to mark unverifi ed case, or “EDT” to
mark edited case.
DOS Data Conversion146
YABCL --ASCII data format-- (*.YAB)
First Card:
Col. # Field Description
1-10 Subject ID #. (Blanks)
11-12 Card number: (01)
13 Sex: 1=Male; 2=Female
14-15 Age in years
16 aEthnicity: User selected code. (Blank)
17-22 aDate fi lled out: MMDDYY. (Blanks)
23-28 aDate of birth: MMDDYY. (Blanks)
29-30 aSubject=s socioeconomic status: User
selected code. (Blanks)
31-32 aParents= socioeconomic status: User
selected code. (Blanks)
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:
1-15 Same as card 1 (11-12: card number is 02.)
16-80 Problem Items 1-58 from YABCL: 0-2. (9)
Third Card:
1-15 Same as cards 1-2 (11-12: card number is 03).
16-70 Problem Items 59-113 from YABCL: 0-2. (9)
71 Problem Item 114 from YABCL: No=0;
Yes=1. (9)
72-74 The letters “END” to mark verifi ed case,
“UNV” to mark unverifi ed case, or
“EDT” to mark edited case.
aNot needed to score profi le.
DOS Data Conversion 147
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:
Col. # Field Description
1-10 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
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.
aNot needed to score profi le.
Second Card:
Col. # Field Description
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.
DOS Data Conversion148
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:
Col. # Field Description
1-10 Subject ID #. (Blanks)
11-12 Card number: (01)
13 Sex: 1=Boy; 2=Girl
14-15 Age in years (leading 0)
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 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.
aNot needed to score profi le.
DOS Data Conversion 149
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
Card 2: Col. # Field Description
1-10 Subject ID# (Blanks)
11-12 Card Number 2: 02
13 Child’s Sex
14-15 Child’s Age in Years
16-77 Items 37-98 (9)
Card 3: Col. # Field Description
1-10 Subject ID# (Blanks)
11-12 Card Number 3: 03
13 Child’s Sex
14-15 Child’s Age in Years
16-76 Items 99-159 (9) (Converted data: 118-120 (8))
Card 4: Col. # Field Description
1-10 Subject ID# (Blanks)
11-12 Card Number 4: 04
13 Child’s Sex
14-15 Child’s Age in Years
16-75 Items 160-219 (9)
Card 5: Col. # Field Description
1-10 Subject ID# (Blanks)
11-12 Card Number 5: 05
13 Child’s Sex
14-15 Child’s Age in Years
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.
DOS Data Conversion150
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 Version: Remains 0699
Data Version: Changes from 1997 to 2000
Form type: Changes from T25 to T15
Item changes: None
CBCL/4-18 converted to CBCL/6-18
Form Version: Remains 0699
Data Version: Changes from 1991 to 2001
Form type: Remains the same (CBC)
Items: #2, #4, #5, #28, #78, #99 – entered responses are deleted
YSR converted to YSR
Form Version: Remains 0699
Data Version: Changes from 1991 to 2001
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 Version: Remains 0699
Data Version: Changes from 1991 to 2001
Form type: Remains the same (TRF)
Items: #5, #28, #99 – entered responses are deleted
SCICA converted to SCICA
Form Version: Remains 0699
Data Version: Changes from 1994 to 2001
Form type: Remains the same (SIA)
Item changes: None
YASR converted to ASR
Form Version: Remains 0699
Data Version: Changes from 1997 to 2003
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 Version: Remains 0699
Data Version: Changes from 1997 to 2003
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.
Entering & Editing Client Data 159
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.
Entering & Editing Client Data160
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
Entering & Editing Client Data 161
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.
Entering & Editing Client Data162
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
Entering & Editing Client Data 163
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.
Entering & Editing Client Data164
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
Entering & Editing Client Data 165
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
Entering & Editing Client Data166
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.
Entering & Editing Client Data 167
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
Setting Up the Scanning Module 171
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
Setting Up the Scanning Module172
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
Setting Up the Scanning Module 173
In Options → Scanning Options, set
Data File: Current
Edit Profile: Current
Score Profile: None
Convert Profile: Current
Converted File: adm2001.sdf
Setting Up the Scanning Module174
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
Setting Up the Scanning Module 175
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.
Setting Up the Scanning Module176
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.
Setting Up the Scanning Module 177
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.
Setting Up the Scanning Module178
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
Setting Up the Scanning Module 179
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.
Setting Up the Scanning Module180
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
Scanning CBCL, TRF, & YSR School-Age Forms184
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.
View Fatal Errors button
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.
Scanning CBCL, TRF, & YSR School-Age Forms 185
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
Serious problems have been found. These problems must be resolved before
the form can be processed. Select the Status button to view the errors.
First, Middle, Last Names
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 CBCL, TRF, & YSR School-Age Forms186
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
The abbreviation for the form type is displayed if ADM could recognize it.
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
This column contains a brief description of the cause of the fatal error.
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.
Scanning CBCL, TRF, & YSR School-Age Forms 187
Scanned
Displays the date the form was scanned 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.
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
before the form can be processed.
To open the Errors and Warnings screen, highlight the form that has 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 bubbled on the scanned 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 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.
Decisions selections
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.
Scanning CBCL, TRF, & YSR School-Age Forms188
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.
Scanning CBCL, TRF, & YSR School-Age Forms 189
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
Start End Width Field Name Range Missing
1 3 3 Form Type YSR 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 in School 01,07-16 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 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
81 81 1 Illness, Disability 0-1 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
Start End Width Field Name Range Missing
1 3 3 Form Type TRF Auto
4 7 4 Form Version 0699 or 2001 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
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 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
56 56 1 Academic Subject 2 1-5 blank
57 57 1 Academic Subject 3 1-5 blank
58 58 1 Academic Subject 4 1-5 blank
59 59 1 Academic Subject 5 1-5 blank
60 60 1 Academic Subject 6 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
65 65 1 Illness, Disability 0-1 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
32 Sc2name C 30 Scale 2 Label
33 Sc2raw I 10 Scale 2 Raw Total Score
34 Sc2t I 10 Scale 2 T Score
35 Sc2clint N 7,4 Scale 2 Clinical T Score (1991 CBC,TRF, & YSR)
Appendix B196
36 Sc2pct I 10 Scale 2 Percentile
37 Sc3name C 30 Scale 3 Label
38 Sc3raw I 10 Scale 3 Raw Total Score
39 Sc3t I 10 Scale 3 T Score
40 Sc3clint N 7,4 Scale 3 Clinical T Score (1991 CBC,TRF, & YSR)
41 Sc3pct I 10 Scale 3 Percentile
42 Sc4name C 30 Scale 4 Label
43 Sc4raw I 10 Scale 4 Raw Total Score
44 Sc4t I 10 Scale 4 T Score
45 Sc4clint N 7,4 Scale 4 Clinical T Score (1991 CBC,TRF, & YSR)
46 Sc4pct I 10 Scale 4 Percentile
47 Sc5name C 30 Scale 5 Label
48 Sc5raw I 10 Scale 5 Raw Total Score
49 Sc5t I 10 Scale 5 T Score
50 Sc5clint N 7,4 Scale 5 Clinical T Score (1991 CBC,TRF, & YSR)
51 Sc5pct I 10 Scale 5 Percentile
52 Sc6name C 30 Scale 6 Label
53 Sc6raw I 10 Scale 6 Raw Total Score
54 Sc6t I 10 Scale 6 T Score
55 Sc6clint N 7,4 Scale 6 Clinical T Score (1991 CBC,TRF, & YSR)
56 Sc6pct I 10 Scale 6 Percentile
57 Sc7name C 30 Scale 7 Label
58 Sc7raw I 10 Scale 7 Raw Total Score
59 Sc7t I 10 Scale 7 T Score
60 Sc7clint N 7,4 Scale 7 Clinical T Score (1991 CBC,TRF, & YSR)
61 Sc7pct I 10 Scale 7 Percentile
62 Sc8name C 30 Scale 8 Label
63 Sc8raw I 10 Scale 8 Raw Total Score
64 Sc8t I 10 Scale 8 T Score
65 Sc8clint N 7,4 Scale 8 Clinical T Score (1991 CBC,TRF, & YSR)
66 Sc8pct I 10 Scale 8 Percentile
67 Sc9name C 30 Scale 9 Label
68 Sc9raw I 10 Scale 9 Raw Total Score
69 Sc9t I 10 Scale 9 T Score
70 Sc9clint N 7,4 Scale 9 Clinical T Score
71 Sc9pct I 10 Scale 9 Percentile
72 Sc10name C 30 Scale 10 Label
73 Sc10raw I 10 Scale 10 Raw Total Score
74 Sc10t I 10 Scale 10 T Score
75 Sc10clint N 7,4 Scale 10 Clinical T Score
76 Sc10pct I 10 Scale 10 Percentile
77 Sc11name C 30 Scale 11 Label
Appendix B 197
78 Sc11raw I 10 Scale 11 Raw Total Score
79 Sc11t I 10 Scale 11 T Score
80 Sc11clint N 7,4 Scale 11 Clinical T Score
81 Sc11pct I 10 Scale 11 Percentile
82 Sc12name C 30 Scale 12 Label
83 Sc12raw I 10 Scale 12 Raw Total Score
84 Sc12t I 10 Scale 12 T Score
85 Sc12clint N 7,4 Scale 12 Clinical T Score
86 Sc12pct I 10 Scale 12 Percentile
87 Sc13name C 30 Scale 13 Label
88 Sc13raw I 10 Scale 13 Raw Total Score
89 Sc13t I 10 Scale 13 T Score
90 Sc13clint N 7,4 Scale 13 Clinical T Score
91 Sc13pct I 10 Scale 13 Percentile
92 Sc14name C 30 Scale 14 Label
93 Sc14raw I 10 Scale 14 Raw Total Score
94 Sc14t I 10 Scale 14 T Score
95 Sc14clint N 7,4 Scale 14 Clinical T Score
96 Sc14pct I 10 Scale 14 Percentile
97 Sc15name C 30 Scale 15 Label
98 Sc15raw I 10 Scale 15 Raw Total Score
99 Sc15t I 10 Scale 15 T Score
100 Sc15clint N 7,4 Scale 15 Clinical T Score
101 Sc15pct I 10 Scale 15 Percentile
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
104 Icc2 N 6,3 Intraclass Correlation to Profi le Type 2 (CBC,TRF,YSR pre-2001)
105 Icc2Sig I 10 ICC 2 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
106 Icc3 N 6,3 Intraclass Correlation to Profi le Type 3 (CBC,TRF,YSR pre-2001)
107 Icc3Sig I 10 ICC 3 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
108 Icc4 N 6,3 Intraclass Correlation to Profi le Type 4 (CBC,TRF,YSR pre-2001)
109 Icc4Sig I 10 ICC 4 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
110 Icc5 N 6,3 Intraclass Correlation to Profi le Type 5 (CBC,TRF,YSR pre-2001)
111 Icc5Sig I 10 ICC 5 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
112 Icc6 N 6,3 Intraclass Correlation to Profi le Type 6 (CBC,TRF,YSR pre-2001)
113 Icc6Sig I 10 ICC 6 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
114 Icc7 N 6,3 Intraclass Correlation to Profi le Type 7 (CBC,TRF,YSR pre-2001)
115 Icc7Sig I 10 ICC 7 signifi cant (CBC,TRF,YSR pre-2001) 0=Not sig; 1=Sig
116 Icc8 N 6,3 Intraclass Correlation to Profi le Type 8 (CBC,TRF,YSR pre-2001)
117 Icc8Sig I 10 ICC 8 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)
122 Comp2name C 30 Competence Scale 2 Label (CBC, YSR)
123 Comp2raw N 6,1 Competence Scale 2 Raw Total Score (CBC, YSR)
124 Comp2t I 10 Competence Scale 2 T Score (CBC, YSR)
125 Comp2pct I 10 Competence Scale 2 Percentile (CBC, YSR)
126 Comp3name C 30 Competence Scale 3 Label (CBC, YSR)
127 Comp3raw N 6,1 Competence Scale 3 Raw Total Score (CBC, YSR)
128 Comp3t I 10 Competence Scale 3 T Score (CBC, YSR)
129 Comp3pct I 10 Competence Scale 3 Percentile (CBC, YSR)
130 Comp4name C 30 Competence Scale 4 Label (CBC, YSR)
131 Comp4raw N 6,1 Competence Scale 4 Raw Total Score (CBC, YSR)
132 Comp4t I 10 Competence Scale 4 T Score (CBC, YSR)
133 Comp4pct I 10 Competence Scale 4 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)
146 Adap4name C 30 Adaptive Functioning Scale 4 Label (TRF, YAS, ASR)
147 Adap4raw N 6,1 Adaptive Functioning Scale 4 Raw Total Score (TRF, YAS, ASR)
148 Adap4t I 10 Adaptive Functioning Scale 4 T Score (TRF, YAS, ASR)
149 Adap4pct I 10 Adaptive Functioning Scale 4 Percentile (TRF, YAS, ASR)
150 Adap5name C 30 Adaptive Functioning Scale 5 Label (TRF, YAS, ASR)
151 Adap5raw N 6,1 Adaptive Functioning Scale 5 Raw Total Score (TRF, YAS, ASR)
152 Adap5t I 10 Adaptive Functioning Scale 5 T Score (TRF, YAS, ASR)
153 Adap5pct I 10 Adaptive Functioning Scale 5 Percentile (TRF, YAS, ASR)
154 Adap6name C 30 Adaptive Functioning Scale 6 Label (TRF, YAS, ASR)
155 Adap6raw N 6,1 Adaptive Functioning Scale 6 Combined Score (TRF, YAS, ASR)
156 Adap6t I 10 Adaptive Functioning Scale 6 T Score (TRF, YAS, ASR)
157 Adap6pct I 10 Adaptive Functioning Scale 6 Percentile (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)
163 Subuse2raw I 10 Substance Use Scale 2 Raw Total Score (YAS, ASR, ABC)
164 Subuse2t I 10 Substance Use Scale 2 T Score (YAS, ASR, ABC)
165 Subuse2pct I 10 Substance Use Scale 2 Percentile (YAS, ASR, ABC)
166 Sub3name C 30 Substance Use Scale 3 Name (YAS, ASR, ABC)
167 Subuse3raw I 10 Substance Use Scale 3 Raw Total Score (YAS, ASR, ABC)
168 Subuse3t I 10 Substance Use Scale 3 T Score (YAS, ASR, ABC)
169 Subuse3pct I 10 Substance Use Scale 3 Percentile (YAS, ASR, ABC)
170 Sub4name C 30 Substance Use Scale 4 Name (YAS, ASR, ABC)
171 Subuse4raw N 6,2 Substance Use Scale 4 Raw Combined Score (YAS, ASR, ABC)
172 Subuse4t I 10 Substance Use Scale 4 T Score (YAS, ASR, ABC)
173 Subuse4pct I 10 Substance Use Scale 4 Percentile (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)
195 DSM2raw I 10 DSM 2 Scale Raw Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,
TOF)196 DSM2t I 10 DSM Scale 2 T Score (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
199 DSM3raw I 10 DSM 3 Scale Raw Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,
TOF)200 DSM3t I 10 DSM Scale 3 T Score (C15,T15,CBC,YSR,TRF,SIA,ASR,ABC,TOF)
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
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 Illness: 0=No, 1=Yes
Problem items:
Breakdown of field Bpitems - value of score (score of 9 = Missing):
Problems items (119 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 57-112 are in positions 64-119 (add 7 to item number to get position)
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
14 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)
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:
Adaptive Functioning items:
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
1 Number of Friends: 0=None, 1=1, 2=2 or 3, 3=4 or more
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
31 Illness: 0=No, 1=Yes
32 Concerns: 0=No, 1=Yes
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9=Missing):
Problems items (125 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-55 are in positions 1-55
Items 56a-56j are in positions 56-65
Items 57-116 are in positions 66-125 (add 9 to item number to get position)
YABCL:
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)
YABCL Respondent codes:
ADM entered data & DOS converted data:
1=Mother
2=Father
3=Other
CBCL/1½-5 (C15):
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (100 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-100 are in positions 1-100
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:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (100 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-100 are in positions 1-100
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:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (100 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-100 are in positions 1-100
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
1 Illness: 0=No, 1=Yes
Breakdown of fi eld Scafi tems (length=2) by position in the string, item description, and value of score
(score of 9 = Missing):
Appendix C 213
Pos Items & Values
1 Know How Well: 1=Not well, 2=Moderately well, 3=Very well
2 Referred for Special Program: 0=No, 1=Yes, 2=Don’t know
T15 Respondent codes:
ADM & Web-Link entered data:
1=Teacher
2=Caregiver
CTRF/2-5 (T25):
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (100 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-100 are in positions 1-100
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
1 Illness: 0=No, 1=Yes
Breakdown of fi eld Scafi tems (length=2) by position in the string, item description, and value of score
(score of 9 = Missing):
Pos Items & Values
1 Know How Well: 1=Not well, 2=Moderately well, 3=Very well
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:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (247 items): 0=No occurrence, 1=Slight occurrence, 2=Mild to moderate intensity,
3=Severe intensity
Items 1-247 are in positions 1-247
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:
Adaptive Functioning items:
Breakdown of fi eld AFitems (length=42) by position in the string, item description, and value of score
(score of 9 = Missing):
Pos Item & Values
1 Number of Friends: 0=None, 1=1, 2=2 or 3, 3=4 or more
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
5 Marital Status: 0=Never, 1=W/spouse, 2=Widow, 3=Separated, 4=Divorced, 5=Other
6 With Partner: 0=No, 1=Yes
7 Partner A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true
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
41 Illness: 0=No, 1=Yes
42 Concerns: 0=No, 1=Yes
Appendix C 215
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9=Missing):
Problems items (131 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-55 are in positions 1-55
Items 56a-56i are in positions 56-64
Items 57-123 are in positions 65-131 (add 8 to item number to get position)
ABCL:
Adaptive Functioning items:
Breakdown of fi eld AFitems (length=16) by position in the string, item description, and value of score
(score of 9 = Missing):
Pos Item & Values
1 Number of Friends: 0=None, 1=1, 2=2 or 3, 3=4 or more
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
5 Marital Status: 0=Never, 1=W/spouse, 2=Widow, 3=Separated, 4=Divorced, 5=Other
6 With Partner: 0=No, 1=Yes
7 Partner A: 0=Not true, 1=Somewhat or sometime true, 2=Very true or often true
8 Partner B
9 Partner C
10 Partner D
11 Partner E
12 Partner F
13 Partner G
14 Partner H
15 Illness: 0=No, 1=Yes
16 Concerns: 0=No, 1=Yes
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9=Missing):
Problems items (129 items): 0=Not true, 1=Somewhat true, 2=Very true
Items 1-55 are in positions 1-55
Items 56a-56g are in positions 56-62
Items 57-123 are in positions 63-129 (add 6 to item number to get position)
ABCL Respondent codes:
ADM & Web-Link entered data:
1=Spouse
2=Partner
3=Other
Appendix C 216
TOF:
Problem items:
Breakdown of fi eld Bpitems - value of score (score of 9 = Missing):
Problems items (125 items): 0=No occurrence, 1=Slight occurrence, 2=Mild to moderate intensity,
3=Severe intensity
Items 1-125 are in positions 1-125
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;
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.
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;
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 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.
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