Aseba youth self report

Running head: EVALUATION OF TECHNICAL QUALITY 8

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Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:

· Section One: Purpose and Intended Population of Selected Test.

· Section Two: Technical Review - Reliability of Selected Test.

· Section Three: Technical Review - Validity of Selected Test.

· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.

· Section Five: Resources (APA Style).

Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.

Selected Test

Achenbach System of Empirically Based Assessment

Purpose of Test

The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).

Intended Population

18 mos.- 90 years old

* in some cases, you may find limited published work on the most recent version of a standardized test. In those instances, you are allowed to review and report on more than one version for the purpose of this assessment. For example, Vineland Adaptive Behavior Scales 2 and Vineland Adaptive Behavior Scales 3.

Section Two: Technical Review – Reliability of Selected Test
Use the Capella library to search for peer reviewed journal articles that provide evidence for the reliability of your selected test. Locate, review and report on three or more peer reviewed journal articles which address at least one type of reliability.

Article Name and Author(s)

(Full reference in Section Five)

Type(s) of Reliability

(e.g. test-retest, alternate forms, internal consistency, and inter-scorer or inter-rater).

Statistic(s)

Reported (e.g., Pearson r correlation, or item-reliability index). Report values (e.g., .90, .80, .70, etc.).

Qualitative Interpretation

(e.g. strong, moderate, or weak).

Evidence Supporting Use of Test Y/N

1. “Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions,” by Thomas Achenbach, Andreas Becker, Manfred Dopfner, Veit Roesner, Hans-Christoph Steinhausen, and Aribert Rothernberger.

Internal consistency

Internal consistencies were significant for every set of scales in US samples. This includes total problems, internalizing/externalizing, and DSM-Oriented Scales.

Strong

.

Yes

2. “DSM- Oriented Scales of the Child Behavior Checklist and Youth Self- Report in clinically referred Spanish children,” by Montserrat Lacalle, Lourdes Ezpeleta, and Josep M. Domenech.

Internal consistency

Internal consistencies varied from moderate to good for every scale excluding the DSM-Anxiety Problems Scale. The concurrence between mothers/fathers and children wavered between temperate and low standards. Kappa measurements displayed a temperate agreement in the diverse symptoms. The DSM-Oriented Scales exhibited adequate analytical power for DSM-IV anarchies and a substantial association with measures of functional impairment.

Strong

Yes

3. “Negative Events in Childhood Predict Trajectories of Internalizing Symptoms Up to Young Adulthood: An 18-Year Longitudinal Study” by Maria Melchior, Evelyne Touchette, Elena Prokogyeva, Aude Chollet, Eric Fombonne, Gullzar Elidemir, Cedric Galera.

Test Re-test

Destructive childhood experiences were linked to an amplified probability of concurrent suppressing symptoms that are sometimes continued into adulthood. In addition, certain destructive experiences are mostly connected with the continuum of internalizing by children.

Moderate

Yes