International findings with the Achenbach System of Empirically Based Assessment (ASEBA): applications to clinical services, research, and training

Thomas M Achenbach, Thomas M Achenbach

Abstract

The purpose of this invited article is to present multicultural norms and related international findings obtained with the Achenbach System of Empirically Based Assessment (ASEBA) by indigenous researchers in over 50 societies. The article describes ASEBA instruments for which multicultural norms are available, plus procedures for constructing the multicultural norms. It presents applications to clinical services, including use of multi-informant data for assessing children and their parents. The Multicultural Family Assessment Module (MFAM) enables mental health providers to view side-by-side bar graphs of child and parent scores on syndromes, DSM-oriented scales, Internalizing, Externalizing, and Total Problems. Evidence-based assessment of progress and outcomes is facilitated by the Progress & Outcomes App (P&O App). Research applications are outlined, including longitudinal and outcomes research. Applications to training mental health providers include having trainees study standardized multi-informant assessment data prior to interviewing children and their parents. Trainees can also sharpen their clinical skills by completing assessment forms to describe children and their parents, and then using ASEBA software to compare their ratings with ratings by children, parents, and other informants. Practical evidence-based assessment instruments with multicultural norms enable mental health providers, researchers, and trainees to perform intake, progress, and outcome assessments of children and their parents in terms of a standardized international clinical data language.

Keywords: ASEBA; International; Mental health services; Multi-informant; Multicultural; Norms.

Conflict of interest statement

Competing interestsCreated by TMA and colleagues, the ASEBA is published by the nonprofit University of Vermont Research Center for Children, Youth, and Families, from which TMA receives remuneration.

Figures

Fig. 1
Fig. 1
Distributions of CBCL/6–18 Total Problems scores: 5th to 95th percentiles. Stars indicate the mean Total Problems score for each society (from [1], p. 54)
Fig. 2
Fig. 2
Procedures for constructing and applying multicultural norms (from [3])
Fig. 3
Fig. 3
MFAM bar graphs of syndrome scores for Martin, Lana, and their son Robert (from [3])

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