ASEBA - Achenbach System of Empirically Based Assessment

 ASEBA measures are used in assessing various behavioral and emotional functioning in children and adolescents. While ASEBA is not specific to autism, it is used to information about co-occurring behavioral and emotional difficulties and help tailor interventions.

Limitations of the ASEBA measures:

• Subjectivity of  reports from informants (parents, teachers, and individuals themselves) which may be influenced by various factors, such as observer bias or cultural differences, which can affect the accuracy and reliability of the results.
• Limited focus on autism-specific symptoms: While ASEBA measures capture a wide range of behavioral and emotional problems, they may not fully capture the unique characteristics and challenges associated specifically with autism
• Lack of developmental context as the ASEBA measures provide a snapshot of an individual's behavior at a specific point in time.

ASEBA includes several sub-measures that target different informants and settings:

1. Child Behavior Checklist (CBCL): This is a parent-report measure that assesses a wide range of behavioral and emotional problems in children and adolescents. It consists of a set of items that capture different domains, such as externalizing problems (e.g., aggression, hyperactivity) and internalizing problems (e.g., anxiety, depression). The CBCL is widely used in both clinical and research settings.
2. Teacher's Report Form (TRF): The TRF is a teacher-report measure that assesses children's behavior in the school setting. It focuses on externalizing and internalizing problems as observed by teachers.
3. Youth Self-Report (YSR): The YSR is a self-report measure designed for older children and adolescents to assess their own behavioral and emotional functioning. It allows individuals to provide their perspectives on their own experiences and emotions.

Scoring and interpretation of ASEBA measures involve comparing an individual's responses to established norms for their age and gender. The measures generate raw scores, which are then converted into standardized scores (T-scores) to compare the individual's behavior to a normative sample. Higher scores indicate greater problems or concerns in the assessed domains.

ASEBA dates back to the 1960s when it was first developed by Dr. Thomas M. Achenbach and has since undergone revisions and updates to enhance its psychometric properties and clinical utility.