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person who is being assessed. The importance of obtaining information from multiple perspectives has been demonstrated by meta-analytic findings of substantial disparities between ratings of children’s problems by mothers, fathers, teachers, mental health workers, observers, and children themselves (Achenbach, McConaughy, & Howell, 1987). The disparities between different informants indicate that each informant may provide different information about a child. Consequently, valid assessment requires information from multiple informants, such as a child’s mother, father, and teacher(s), as well as from the child. The
Achenbach et al. (1987) meta-analytic findings have had a major impact on assessment of children for clinical and research purposes, as attested by citations in over 6,000 publications and being described by De Los Reyes and Kazdin as “among the most robust findings in clinical child research”. Meta-analyses by Achenbach, Krukowski, Dumenci, and Ivanova (2005) also found substantial disparities between collateral and self-ratings of adults. These disparities indicate that assessment of adults should include information from collaterals, as well as from the adults who are being assessed.
368:(CBCL), which has been cited in some 40,000 publications. The ASEBA also includes self-report forms completed by 11-18-year-olds, 18-59-year-olds, and people over the age of 59. For ages 18–59 and 60-90+, the ASEBA includes forms completed by collaterals, i.e., people who know the adult who is being assessed, such as spouses, partners, friends, family members, and therapists. Other ASEBA forms are designed to assess children on the basis of observations by psychologists who administer tests to the children, by clinical interviewers, and by observers in settings such as classrooms and group activities.
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on syndromes that have counterparts for ages 6–18 and 18-59. The syndromes that have counterparts for ages 6–18 and 18-59 comprise attention problems, aggressive behavior, rule-breaking behavior, anxiety, depression, social withdrawal, thought problems, and somatic complaints without apparent medical cause. If users deem it appropriate for particular families, they can show family members the MFAM results obtained prior to mental health services, plus results obtained at reassessments during and following services.
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in over 50 societies have been used to construct multicultural norms. The multicultural norms enable users to compare scores obtained by particular individuals with scores obtained by peers in societies relevant to those individuals. There are separate norms for females and males, different age groups, and forms completed by particular informants, such as parents, teachers, and adult collaterals.
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351:’s Task Force on Classification of Children’s Behavior and a member of the American Psychiatric Association’s Task Force on DSM-III-R. In 2000, he founded the nonprofit Research Center for Children, Youth, and Families at the University of Vermont and has served as President of the Center since it was founded. He has given some 400 invited presentations in 45 countries.
364:. They are available in over 100 languages and their use has been reported in some 10,000 publications by 15,000 authors from over 100 cultures. Details can be obtained at www.aseba.org. The ASEBA includes developmentally calibrated rating forms completed by parents and teachers of 1½-5 and 6-18-year-olds. The most widely used form is the
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Because people’s functioning may vary from one context and interaction partner to another, the ASEBA assesses people from multiple perspectives. Various ASEBA forms are designed to be completed by people who see the person who is being assessed in different contexts, as well as forms completed by the
387:
To facilitate use of multi-informant data, ASEBA software provides systematic comparisons between ratings and scale scores obtained from multiple informants. Moreover, the ASEBA Multicultural Family
Assessment Module (MFAM) enables users to compare multi-informant data for children and their parents
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To enable users to compare scores obtained by individuals who are being assessed with scores obtained by peers, norms are provided that are derived from scores obtained by individuals sampled from relevant populations. Data from hundreds of thousands of respondents assessed by indigenous researchers
371:
The problem items of the ASEBA forms are scored on profiles of syndromes identified via statistical analyses of assessment data from hundreds of thousands of respondents in dozens of societies. The problem items are also scored on scales that correspond to diagnostic categories of the
American
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Achenbach and his colleagues have developed a family of standardized instruments for assessing people’s behavioral, emotional, social, and thought problems, competencies, adaptive functioning, and strengths. The instruments are collectively known as the
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Achenbach served as
Assistant Professor and then Associate Professor in the Department of Psychology and the Child Study Center at Yale from 1967 through 1975. In 1971-72, he was a Social Science Research Council Senior Faculty Fellow at
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Bérubé, R.L., & Achenbach, T.M. (2015). Bibliography of published studies using the
Achenbach System of Empirically Based Assessment (ASEBA). Burlington, VT: University of Vermont Research Center for Children, Youth, and
476:
McConaughy, S.H., & Achenbach, T.M. (2001). Manual for the
Semistructured Clinical Interview for Children and Adolescents (2nd ed.). Burlington, VT: University of Vermont Research Center for Children, Youth, and
493:
Achenbach, T.M. (2009). The
Achenbach System of Empirically Based Assessment (ASEBA): Development, findings, theory, and applications. Burlington, VT: University of Vermont Research Center for Children, Youth, and
489:
Achenbach, T.M., & Rescorla, L.A. (2007). Multicultural supplement to the Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of
Vermont Research Center for Children, Youth, and
500:
Achenbach, T.M., & Rescorla, L.A. (2010). Multicultural supplement to the Manual for the ASEBA Preschool Forms & Profiles. Burlington, VT: University of
Vermont Research Center for Children, Youth, and
550:
Achenbach, T.M., & Rescorla, L.A. (2015). Multicultural supplement to the Manual for the ASEBA Adult Forms & Profiles. Burlington, VT: University of
Vermont Research Center for Children, Youth, and
483:
Achenbach, T.M., Newhouse, P.A., & Rescorla, L.A. (2004). Manual for the ASEBA Older Adult Forms & Profiles. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
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Achenbach, T.M., Rescorla, L.A., & Ivanova, M.Y. (2015). Guide to family assessment using the ASEBA. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
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Achenbach, T.M., McConaughy, S.H., & Howell, C.T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.
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McConaughy, S.H., & Achenbach, T.M. (2004). Manual for the Test Observation Form for Ages 2–18. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
473:
Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
376:). Additional scales assess broad-spectrum Internalizing and Externalizing patterns of problems. The ASEBA forms also assess competencies, adaptive functioning, and personal strengths.
480:
Achenbach, T.M., & Rescorla, L.A. (2003). Manual for the ASEBA Adult Forms & Profiles. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
497:
McConaughy, S.H., & Achenbach, T.M. (2009). Manual for the ASEBA Direct Observation Form. Burlington, VT: University of Vermont Research Center for Children, Youth, and Families.
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Achenbach, T.M., Krukowski, R.A., Dumenci, L., & Ivanova, M.Y. (2005). Assessment of adult psychopathology: Meta-analyses and implications of cross-informant correlations.
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343:, where he served on the Research Advisory Group to the Director of the Institute. Since 1980, he has been Professor of Psychiatry and Psychology at the
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American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
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Achenbach has authored more than 300 publications, including over 30 books, monographs, and assessment manuals.
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Multicultural understanding of child and adolescent psychopathology: Implications for mental health assessment
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The Achenbach System of Empirically Based Assessment (ASEBA): Development, findings, theory, and applications
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Manual for the ASEBA preschool forms & profiles : an integrated system of multi-informant assessment
347:, where he was Director of Child and Adolescent Psychiatry from 1984 through 2007. He has been Chair of the
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Current editions of ASEBA Forms use gender-neutral terminology and provide options for nonbinary scoring.
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Achenbach, Thomas M.; Krukowski, Rebecca A.; Dumenci, Levent; Ivanova, Masha Y. (2005).
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Burlington, VT: University of Vermont Research Center for Children, Youth and Families
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Multicultural supplement to the Manual for The ASEBA Older Adult Forms & Profiles.
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DSM-oriented guide for the Achenbach system of empirically based assessment (ASEBA)
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gave rise to the terms “Internalizing” and “Externalizing”. His book in 1974 about
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Multicultural supplement to the Manual for the ASEBA Adult Forms & Profiles
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Achenbach, Thomas M.; McConaughy, Stephanie H.; Howell, Catherine T. (1987).
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Achenbach, Thomas M.; Ivanova, Masha Y.; Rescorla, Leslie A. (2017).
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in Geneva, Switzerland. From 1975 through 1980, he was a Research
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Psychiatric Association’s Diagnostic and Statistical Manual (the
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from the article and its talk page, especially if potentially
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Achenbach, T.M., Rescorla, L.A., & Ivanova, M.Y. (2015).
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The Achenbach System of Empirically Based Assessment (ASEBA)
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725:"Achenbach System of Empirically Based Assessment (ASEBA)"
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as a German Government Fellow. He earned his Ph.D. at the
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was important to the foundation of this research area.
769:. New York: Ronald Press; (2nd ed.) New York: Wiley.
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in 2000. His previous marriage had ended in divorce.
307:, followed by an NIMH Postdoctoral Fellowship at the
895:. United States of America: Liberty of Congress.
362:Achenbach System of Empirically Based Assessment
814:Achenbach, T.M., & Rescorla, L.A. (2019).
800:Achenbach, T.M., & Rescorla, L.A. (2015).
793:Achenbach, T.M., & Rescorla, L.A. (2007).
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542:: CS1 maint: multiple names: authors list (
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809:Guide to family assessment using the ASEBA
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729:Encyclopedia of Clinical Neuropsychology
193:This article includes a list of general
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267:. His research on syndromes of
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765:Achenbach, T.M. (1974, 1982).
737:10.1007/978-3-319-57111-9_1529
508:M., Achenbach, Thomas (2013).
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