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The Child and Adolescent Symptom Inventory (CASI) is a behavioral rating checklist created by Kenneth Gadow and Joyce Sprafkin that evaluates a range of behaviors related to common emotional and behavioral disorders identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), including attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder ...
The system includes report forms for multiple informants – the Child Behavior Checklist (CBCL) is used for caregivers to fill out ratings of their child's behavior, the Youth Self Report Form (YSR) is used for children to rate their own behavior, and the Teacher Report Form (TRF) is used for teachers to rate their pupil's behavior. The ASEBA ...
The Child Behavior Checklist (CBCL) is a widely used caregiver report form identifying problem behavior in children. [ 1 ] [ 2 ] It is widely used in both research and clinical practice with youths. It has been translated into more than 90 languages, [ 3 ] and normative data are available integrating information from multiple societies.
The Strengths and Difficulties Questionnaire (SDQ) is a screening questionnaire for emotional and behavioral problems in children and adolescents ages 2 through 17 years old, developed by child psychiatrist Robert N. Goodman in the United Kingdom.
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 Child Behavior Checklist (CBCL), which has been cited in some 40,000 publications. The ASEBA also includes self-report forms completed by 11-18-year ...
The Disruptive Behavior Disorders Rating Scale (DBDRS) is a 45-question screening measure, completed by either parents or teachers, designed to identify symptoms of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder in children and adolescents.
Social emotional development represents a specific domain of child development.It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. [1]
Strauman (1989) investigated how emotional disorders shape a person's cognitive structure, that is, the mental processes people utilize to make sense of the world around them. [17] He recruited three groups of individuals: those with social phobias, those with depression, and controls with no emotional disorder diagnosis.
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