Thomas M Achenbach
Biographic Data
| ID | 218620 |
|---|---|
| NAME | Thomas M Achenbach |
| GIVEN NAMES | Thomas M |
| FAMILY NAME | Achenbach |
| SIGNATURE | ACHENBACH T M |
| AFFILIATIONS | University of Vermont |
| ORCID | 0000-0003-3515-4619 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 258 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Dimensions of Identity Development Scale: Confirmatory factor analysis, gender invariance, and external validity of the Persian version
The present study was conducted to examine the psychometric properties and gender invariance of the Iranian version of the Dimensions of Identity Development Scale (DIDS). A total of 1453 adolescents (50.8% female; 14-18 years old, mean = 15.48) participated in a cross-sectional study and completed the DIDS and the Youth Self-Report of behavior problems. The Confirmatory Factor Analysis supported the six-factor model of the DIDS, echoing past stu…
Effects of individual differences, society, and culture on youth‐rated problems and strengths in 38 societies
BACKGROUND: Clinicians increasingly serve youths from societal/cultural backgrounds different from their own. This raises questions about how to interpret what such youths report. Rescorla et al. (2019, European Child & Adolescent Psychiatry, 28, 1107) found that much more variance in 72,493 parents' ratings of their offspring's mental health problems was accounted for by individual differences than by societal or cultural differences. Although p…
The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies.
Internalizing/Externalizing Problems: Review and Recommendations for Clinical and Research Applications
Problems and Adaptive Functioning Reported by Adults in 17 Societies
This study tested for similarities and differences across societies in self-ratings of problems, personal strengths, and aspects of adaptive functioning on the Adult Self-Report (ASR) for nonclinical samples of adults ages 18 to 59 in 17 societies ( N = 10,197). Results indicated considerable consistency across societies regarding mean ratings on the ASR problem items. Most effect sizes (ESs) for societal differences in problem scales were small …
Clinical Assessment of Children and Adolescents: A Practitioner's Handbook
Child Behavior Checklist (CBCL),Youth Self-Report (YSR) and Teacher's Report Form(TRF): An overview of the development of the original and Brazilian versions
The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes three instruments for assessing emotional and/or behavioral problems: Child Behavior Checklist (CBCL), completed by parents, Youth Self-Report (YSR), completed by adolescents and Teacher's Report Form (TRF), completed by teachers. This review article gives detailed information on the development of these forms in the United States and Brazil, describing …
Examining the Criterion Validity of CBCL and TRF Problem Scales and Items in a Large Singapore Sample
Multicultural Evidence-Based Assessment of Child and Adolescent Psychopathology
This article presents multicultural ways to advance knowledge of children's problems, to fashion conceptual and practical mental health tools, and to use these tools to help children. Diagnostically based scales and statistically derived syndromes are scored from parallel forms completed by population samples of parents, caregivers, teachers, and youths in many societies. The scores are incorporated into multicultural norms for evaluating individ…
Multicultural assessment of child and adolescent psychopathology with Aseba and SDQ instruments: Research findings, applications, and future directions
Around the world, cultural blending and conflict pose challenges for assessment and understanding of psychopathology. Economical, evidence‐based, culturally robust assessment is needed for research, for answering public health questions, and for evaluating immigrant, refugee, and minority children. This article applies multicultural perspectives to behavioral, emotional, and social problems assessed on dimensions describing children's functioning…
Behavioral and Emotional Problems Reported by Parents of Children Ages 6 to 16 in 31 Societies
This study compared parents' ratings of behavioral and emotional problems on the Child Behavior Checklist (Achenbach, 1991;Achenbach & Rescorla, 2001) for general population samples of children ages 6 to 16 from 31 societies ( N = 55,508). Effect sizes for society ranged from .03 to .14. Effect sizes for gender were ≤ .01, with girls generally scoring higher on Internalizing problems and boys generally scoring higher on Externalizing problems. Ef…
Assessment of Adult Psychopathology: Meta-Analyses and Implications of Cross-Informant Correlations
Assessment of adult psychopathology relies heavily on self-reports. To determine how well self-reports agree with reports by "informants" who know the person being assessed, the authors examined 51,000 articles published over 10 years in 52 peer-reviewed journals for correlations between self-reports and "informants" reports. Qualifying correlations were found in 108 (0.2%) of the articles. When self-reports and informant reports were obtained wi…
DSM-Oriented and Empirically Based Approaches to Constructing Scales From the Same Item Pools
Separately for ages 11/2 to 5 and 6 to 18, used items for rating behavioral and emotional problems to construct (a). "top-down" DSM-oriented scales from experts' ratings of the items' consistency with Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV], American Psychiatric Association, 1994) categories, and (b). "bottom-up" empirically based syndromes from factor analyses of parent, caregiver, teacher, and self ratings (N = 1…
The Child Behavior Checklist and Related Forms for Assessing Behavioral/Emotional Problems and Competencies
After completing this article, readers should be able to:Primary care physicians who work with children must deal with a great variety of behavioral and emotional problems. The system described in this article provides low-cost, standardized assessment and documentation of such problems and requires little effort by the physician.Primary care physicians are under increasing pressure to obtain standardized documentation for the conditions they enc…
Association of a Mixed Anxiety-Depression Syndrome and Symptoms of Major Depressive Disorder During Adolescence
Comparisons of Behavioral and Emotional Problems among Children of Jamaica and the United States: Teacher Reports for Ages 6-11
Building on earlier research, which used a common standardized methodology, the present study compared behavior problems reported by teachers for 359 Jamaican and 665 U.S. children aged 6-11. Most of the significant nationality differences reflected higher scores for Jamaican than U.S. children, although none of the differences accounted for more than a small percentage of variance in scores. For those problems reported to be present, Jamaican te…
National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples
Thomas M. Achenbach, Catherine T. Howell, Herbert C. Quay, C. Keith Conners, John E. Bates, National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples, Monographs of the Society for Research in Child Development, Vol. 56, No. 3, National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples (1991), pp. i+iii-…
Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children
Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity
Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans
Behavioral Problems and Competencies Reported by Parents of Normal and Disturbed Children Aged Four Through Sixteen
The study was designed (a) to provide prevalence data on behavioral problems and competencies, (b) to identify differences related to demographic variables, and (c) to compare clinically referred and demographically similar nonreferred children. Data were obtained with the Child Behavior Checklist (CBCL), consisting of 20 social competence items and 118 behavior problems. Parents of 1,300 referred children completed the CBCL at intake into outpat…
Research in Developmental Psychology: Concepts, Strategies, Methods
The Child Behavior Profile: II. Boys aged 12–16 and girls aged 6–11 and 12–16.
The Child Behavior Profile: I. Boys aged 6–11.
The classification of child psychopathology: A review and analysis of empirical efforts
The classification of child psychopathology: A review and analysis of empirical efforts
Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity
Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans
Standardization of a research instrument for identifying associative responding in children
Cue learning, associative responding, and school performance in children
Child Behavior Checklist (CBCL),Youth Self-Report (YSR) and Teacher's Report Form(TRF): An overview of the development of the original and Brazilian versions
The Achenbach System of Empirically Based Assessment (ASEBA) for school-age children includes three instruments for assessing emotional and/or behavioral problems: Child Behavior Checklist (CBCL), completed by parents, Youth Self-Report (YSR), completed by adolescents and Teacher's Report Form (TRF), completed by teachers. This review article gives detailed information on the development of these forms in the United States and Brazil, describing …
Social competence and self-image disparity in psychiatric and nonpsychiatric patients
Impulsivity-reflectivity and cognitive development in preschoolers: A longitudinal analysis of developmental and trait variance
Multicultural Evidence-Based Assessment of Child and Adolescent Psychopathology
This article presents multicultural ways to advance knowledge of children's problems, to fashion conceptual and practical mental health tools, and to use these tools to help children. Diagnostically based scales and statistically derived syndromes are scored from parallel forms completed by population samples of parents, caregivers, teachers, and youths in many societies. The scores are incorporated into multicultural norms for evaluating individ…
Association of a Mixed Anxiety-Depression Syndrome and Symptoms of Major Depressive Disorder During Adolescence
Comparisons of Behavioral and Emotional Problems among Children of Jamaica and the United States: Teacher Reports for Ages 6-11
Building on earlier research, which used a common standardized methodology, the present study compared behavior problems reported by teachers for 359 Jamaican and 665 U.S. children aged 6-11. Most of the significant nationality differences reflected higher scores for Jamaican than U.S. children, although none of the differences accounted for more than a small percentage of variance in scores. For those problems reported to be present, Jamaican te…
Effects of IQ and mental age on hypothesis behavior in normal and retarded children
Mental-age-matched normal and retarded subjects at mental-age (MA) levels 5.5, 7.5, and 9.5 years received blank-trial discrimination problems designed to expose hypothesis behavior. There was evidence that subjects at all MA levels used hypotheses. Use of feedback indicating that a response was wrong increased significantly with MA, while use of feedback indicating that a response was right increased significantly with IQ. On simple problems inv…
The Children's Associative Responding Test: A two-year follow-up
Social competence and self-image disparity in psychiatric and nonpsychiatric patients
The classification of children's psychiatric symptoms: A factor-analytic study.
Cue learning, associative responding, and school performance in children
Standardization of a research instrument for identifying associative responding in children
The Children's Associative Responding Test: Its Relation to Individual Tests of Recall, Comprehension, and Concept Formation
The Children's Associative Responding Test (CART) was administered to 139 fifth graders. 20 identified by the CART as nonassociative responders generally outperformed 20 associative responders on individual tests of recall, comprehension, and concept formation. Marked differences between the two groups in correlations among the tasks and between the tasks and grade average indicated that associative responders use the same approach to school work…
The Children's Associative Responding Test: A two-year follow-up
Surprise and Memory as Indices of Concrete Operational Development
Normal and retarded children's use of color, number, length, and continuous quantity as attributes of identity was assessed by presenting them with contrived changes in these properties. Mean Binet MAs were 6.3 for normals and 6.2 for retardates. Surprise to the change of color occurred at lower MAs than surprise to all quantitative properties among normals and to continuous quantity and (nonsignificantly) to length among retardates. More retarda…
The Effects of Four Kinds of Tutoring Experience on Associative Responding
The Children’s Associative Responding Test (CART), a multiple-choice analogy test designed to identify children who rely excessively on associations to obvious cues rather than using their reasoning abilities, was administered to 204 fifth graders and 315 seventh graders. 10 fifth graders identified as associative responders were then tutored by an adult, 10 were tutored by seventh grade associative responders, 10 were tutored by seventh grade no…
Impulsivity-reflectivity and cognitive development in preschoolers: A longitudinal analysis of developmental and trait variance
A longitudinal study of relations between associative responding, IQ changes, and school performance from grades 3 to 12
Effects of IQ and mental age on hypothesis behavior in normal and retarded children
Mental-age-matched normal and retarded subjects at mental-age (MA) levels 5.5, 7.5, and 9.5 years received blank-trial discrimination problems designed to expose hypothesis behavior. There was evidence that subjects at all MA levels used hypotheses. Use of feedback indicating that a response was wrong increased significantly with MA, while use of feedback indicating that a response was right increased significantly with IQ. On simple problems inv…
The Child Behavior Profile: I. Boys aged 6–11.
The classification of child psychopathology: A review and analysis of empirical efforts
The classification of child psychopathology: A review and analysis of empirical efforts
The Child Behavior Profile: II. Boys aged 12–16 and girls aged 6–11 and 12–16.
Research in Developmental Psychology: Concepts, Strategies, Methods
Behavioral Problems and Competencies Reported by Parents of Normal and Disturbed Children Aged Four Through Sixteen
The study was designed (a) to provide prevalence data on behavioral problems and competencies, (b) to identify differences related to demographic variables, and (c) to compare clinically referred and demographically similar nonreferred children. Data were obtained with the Child Behavior Checklist (CBCL), consisting of 20 social competence items and 118 behavior problems. Parents of 1,300 referred children completed the CBCL at intake into outpat…
Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children
Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity
Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans
National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples
Thomas M. Achenbach, Catherine T. Howell, Herbert C. Quay, C. Keith Conners, John E. Bates, National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples, Monographs of the Society for Research in Child Development, Vol. 56, No. 3, National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples (1991), pp. i+iii-…
Comparisons of Behavioral and Emotional Problems among Children of Jamaica and the United States: Teacher Reports for Ages 6-11
Building on earlier research, which used a common standardized methodology, the present study compared behavior problems reported by teachers for 359 Jamaican and 665 U.S. children aged 6-11. Most of the significant nationality differences reflected higher scores for Jamaican than U.S. children, although none of the differences accounted for more than a small percentage of variance in scores. For those problems reported to be present, Jamaican te…
Association of a Mixed Anxiety-Depression Syndrome and Symptoms of Major Depressive Disorder During Adolescence
The Child Behavior Checklist and Related Forms for Assessing Behavioral/Emotional Problems and Competencies
After completing this article, readers should be able to:Primary care physicians who work with children must deal with a great variety of behavioral and emotional problems. The system described in this article provides low-cost, standardized assessment and documentation of such problems and requires little effort by the physician.Primary care physicians are under increasing pressure to obtain standardized documentation for the conditions they enc…
DSM-Oriented and Empirically Based Approaches to Constructing Scales From the Same Item Pools
Separately for ages 11/2 to 5 and 6 to 18, used items for rating behavioral and emotional problems to construct (a). "top-down" DSM-oriented scales from experts' ratings of the items' consistency with Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV], American Psychiatric Association, 1994) categories, and (b). "bottom-up" empirically based syndromes from factor analyses of parent, caregiver, teacher, and self ratings (N = 1…
Assessment of Adult Psychopathology: Meta-Analyses and Implications of Cross-Informant Correlations
Assessment of adult psychopathology relies heavily on self-reports. To determine how well self-reports agree with reports by "informants" who know the person being assessed, the authors examined 51,000 articles published over 10 years in 52 peer-reviewed journals for correlations between self-reports and "informants" reports. Qualifying correlations were found in 108 (0.2%) of the articles. When self-reports and informant reports were obtained wi…
Psychology (34 works) · Developmental psychology (31 works) · Clinical Psychology (21 works) · Child and Adolescent Psychosocial and Emotional Development (20 works) · Early Childhood Education and Development (18 works) · Cognitive psychology (9 works) · Psychiatry (9 works) · Medicine (7 works) · Psychopathology (7 works) · Associative property (6 works)