Youth Self-Report 11-18

Youth Self-Report 11-18 [1]

The Youth Self-Report (YSR) is a widely used child-report measure that assesses problem behaviors along two “broadband scales”: Internalizing and Externalizing. It also scores eight empirically based syndromes and DSM-oriented scales, and provides a summary of Total Problems. The measure assesses "Total Competency,” which is a scale comprised of competency in activities, social functioning, and school performance. It is a parallel form to the caretaker-completed Child Behavior Checklist (CBCL) and teacher-completed Teacher Report Form (TRF). Cross-informant reports are available.

Overview

Acronym:

YSR/11-18

Authors:

Achenbach, Thomas, M.

Citation:

Achenbach, T.M., & Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.

Cost:

Cost Involved

Copyrighted:

Yes

Domain Assessed:

Grief/Loss

Relationships and Attachment

Age Range:

11-18

Measure Type:

General Assessment

Measure Format:

Questionnaire

Information Provided:

Areas of Concern/Risks

Clinician Friendly Output

Continuous Assessment

Diagnostic Info DSM IV

Graphs (e.g. of elevated scale)

Percentiles

Raw Scores

Standard Scores

Strengths

Written Feedback From a Computer Program

Administration

Number of Items:

112

Average Time to Complete (min):

Reporter Type:

Self

Average Time to Score (min):

Periodicity:

6 months. Intervals can be shortened. See manual for instructions

Response Format:

1. Open-ended questions
2. 3-point Likert-type scale 0=Not true, 1= Somewhat or Sometimes true, 2=Very true or Often true

Sample Items:


Domains	Scale	Sample Items
Overall Functioning	Activities	Please list hobbies, activities, and games, other than
sports.
	Social	Please list any organizations, clubs, teams, or groups you belong to.
Mood and Anxiety	Anxious/Depressed	I am nervous or tense.
	Withdrawn/Depressed	I would rather be alone than with others.
	Somatic Complaints	Rashes or other skin problems.
General
symptomotology	Social Problems	I am too dependent on others.
	Thought Problems	I hear sounds or voices that other people think aren’t there.

Materials Needed:

Paper/Pencil

Training

Training to Interpret:

Manual/Video

Parallel or Alternate Forms

Parallel Forms:

Alternate Forms:

Different Age Forms:

Altered Version Forms:

Yes

Alternative Forms Description:

Youth Self-Report (YSR), Child Behavior Checklist (CBCL), and Teacher Report Form (TRF) are similar questionnaires used.

Psychometrics

Norms:

Gender

Notes on Psychometric Norms:

The normative sample for the 2001 YSR revision consisted of 1,057 youth with the following characteristics: 52% boys and 48% girls, 32% upper-class, 53% middle-lass, 16% lower-class, 60% non-Latino White, 20% African American, 8% Latino, 11% mixed or other; 17% Northeast, 19% Midwest, 41% South, and 23% West.

Clinical Cutoffs:

Yes

Clinical Cutoffs Description:

T-Score Cutoffs: 65-69 (Borderline), 70+ (Clinical); No T-score >100 or <50 are generated for narrow band scales. T-cores as low as 26 are generated for Total Problems and as low as 10 for Total Competence.

Reliability:


Type:	Rating	Statistics	Min	Max	Avg
Test-Retest	Acceptable	Pearson's r	0.67	0.91	0.79
Internal Consistency	Acceptable	Cronbach's Alpha	0.71	0.95	0.83
Inter-rater	Acceptable	Correlation between YSR &CBCL	0.37	0.6	0.49

References for Reliability:

TEST-RETEST There is a correlation of 1.0 for 20 competence problems, and a .95 correlation for the 112 specific problem items, and .67-.83 for the DSM-oriented scales. INTERNAL CONSISTENCY Very good; the only alpha < .75 were on the Withdrawn/Depressed and Social Problems syndromes. INTERRATER Mean cross-informant correlation: Correlations between the YSR and the Teacher Report (TRF) averaged 0.34, ranging from .05-.54. Correlations for Self-Report (YSR) and Caregiver Report (CBCL) averaged .49, ranging from.37-.60. The correlation between Self and Caregiver ratings fall in the acceptable range, given correlations that are generally found in the literature.

References for Content Validity:

Preparation for the measure included extensive literature searches, consultation with mental health professionals, and pilot testing. Content validity for this measure has been strongly supported by research, consultation, feedback, and evidence that all items are significantly discriminant between demographically similar referred and non-referred youth.

Construct Validity:


Validity Type	Nonclincal Samples	Clinical Samples	Diverse Samples
Convergent/Concurrent	Yes	Yes	Yes
Discriminant	Yes	Yes	Yes
Sensitive to Change	Yes	yes	Yes
Intervention Effects		Yes
Longitudinal/Maturation Effects	Yes		Yes
Sensitive to Theoretically Distinct Groups		Yes	Yes
Factorial Validity		Yes	Yes

References for Construct Validity:

1. Achenbach, T. M., Howell, C., McConaughy, S. H., & Stanger, C. (1995). Six year predictors of problems in a national sample of children and youth: I. Crossinformant syndromes. Journal of the American Academy of Child & Adolescent Psychiatry, 34, 336-347. 2. Achenbach, T. M., Howell, C. T., McConaughy, S. H., & Stanger, C. (1995). Six-year predictors of problems in a national sample: III. Transitions to young adult syndromes. Journal of the American Academy of Child & Adolescent Psychiatry, 34, 658-669.

Criterion Validity:


	Not Known	Not Found	Nonclinical Samples	Clinical Samples	Diverse Samples
Predictive Validity:			Yes	Yes	Yes
Postdictive Validity:				Yes	Yes

References for Criterion Validity:

80% correctly classified, 14% false positive, Notes: 7% false negative.

Overall Psychometric Limitations:

1. The psychometric information is from the manual. (Achenbach & Rescorla, 2001). 2. Psychometrics for this measure are very good.

Translations

Languages:

English

Translation Quality:


Language:	Translated	Back Translated
1. Spanish	Yes	Yes
2. French	Yes
3. Tagalog	Yes
4. Vietnamese	Yes
5. Chinese	Yes
6. American Sign Language	Yes
7. Farsi	Yes
8. Polish	Yes
9. Russian	Yes
10. Urdu	Yes

Population Information

For Specific Population:

Complex Trauma

Populations with which Measure Has Demonstrated Reliability and Validity:

Physical Abuse

Sexual Abuse

Medical Trauma

Domestic Violence

Neglect

Use with Diverse Populations:


Population Type:	Measure Used with Members of this Group	Members of this Group Studied in Peer-Reviewed Journals	Reliable	Good Psychometrics	Norms Available
1. Developmental disability	Yes	Yes
2. Disabilities	Yes	Yes
3. Lower socio-economic status	Yes	Yes	Yes	Yes	Yes
4. Rural populations	Yes	Yes	Yes	Yes	Yes

Pros & Cons/References

Pros:

1. Provides DSM-IV diagnostic information. 2. Ability to obtain cross informant information from caretakers and teachers if administered in conjunction with the Child Behavior Checklist and Teacher Report Form. 3. Separate norms for boys and girls. 4. Inexpensive to purchase. 5. Clinician-friendly feedback, especially with the information from graphs and narrative provided by the computer software. 6. A computer utility called “A2S” is available from ASEBA to easily export data to SPSS.

Cons:

1. Can be time-consuming due to the large number of questions. 2. Potential for self-report bias due to face validity. 3. No validity scales are included with the profiles.

References:

To obtain a full list of references, please contact ASEBA or refer to Bérubé, R.L., & Achenbach, T.M. (2001). Numbers provided are based on the manual and the author. Below is a sampling of the articles: 1. Achenbach, T.M., Dumenci, L., & Rescorla, L.A. (2001). Ratings of relations between DSM-IV diagnostic categories and items of the CBCL/6-18, TRF, and YSR. Burlington, VT: University of Vermont Research Center for Children, Youth, & Families. 2. Bérubé, R.L., & Achenbach, T.M. (2001). Bibliography of published studies using ASEBA instruments: 2001 Edition. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families. 3. Crijnen, A.A., Achenbach, T.M., & Verhulst, F.C. (1997). Comparisons of problems reported by parents of children in 12 cultures: total problems, externalizing, and internalizing. Journal of the American Academy of Child & Adolescent Psychiatry 36(9):1269-1277. 4. Ferndinand, R.F., Verhulst, F.C., & Wiznitzer, M. (1995). Continuity and change of selfreported problem behaviors from adolescence into young adulthood. Journal of the American Academy of Child & Adolescent Psychiatry, 34, 680-690. 5. Hudziak, J.J. (1998). DSM-IV Checklist for Childhood Disorders. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.

Developer of Review:

Jennifer DeFeo, M.A.

Editor of Review:

Nicole Taylor, Ph.D., Robyn Igelman, M.A., Madhur Kulkarni, M.S., Chandra Ghosh Ippen, Ph.D.