Breawn Colen & Kearta Dailey

HDFS 421

Lab 5

Introduction

The purpose of this assessment is to follow up on female Child A age 26 months

challenging social-emotional behaviors. It is important to obtain data from additional sources

before drawing conclusions on a childs need for help (Thomas M. Achenbach, 2000). We used

the Child Behavior Caregiver-Teacher Report Form (CTRF) to determine whether or not the

child should be recommended to be evaluated by a child study team which could lead to

intervention. The CTRF is an assessment tool that is used to score specific problems reported for

a child. By using this tool we were able to get a clear understanding on what behaviors in the

social-emotional domain including internalizing and externalizing behaviors the child partakes in

and score it on a fixed scale in comparison to other children.

Data Summary

-This chart displays the scores Child A received on the CTRF-

Internalizing Externalizing Other Total

Behaviors Behaviors

Category Emotionally Anxious/ Somatic Withdrawn Attention Aggressive Other Total

Reactive Depressed Complaints Problems Behavior Problems Problems

Total 4 8 9 6 12 10 24 75
Score

T Score 71 63 69

The different colors represent the cut off ranges for each score
Black=Normal Score Green= Border line Red=Clinical Range

For the total score all the scores between 50th and 92nd percentile classify as normal

scores that children her age receive. Scores between the 93rd and 97th percentile are borderline

for concern that may require clinical attention. Anything above the 97th percentile causes clinical

concern for children her age. As for the T score which is calculated after adding the total scores
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HDFS 421

together scores up to 59 are normal for children her age. Score 60-63 represent numbers that

should cause some type of borderline concern for the childs developmental skills. Any score 64

and above calls for a clinical level of concern.

Interpretation

After looking at the scores Child A received on the CTRF and interpreting them we were

able to gain a lot of useful information about her social emotional behaviors. The data collected

could be used to aid us in taking the proper steps in helping the child develop appropriately. We

focused on four subscales inside of the Internalizing scale including emotionally reactive,

anxious/depressed, somatic and withdrawn. Both her emotionally reactive and withdrawn

behaviors were placed in the percentile for the normal range (Chart) which means Child A

behaves similarly to other children in these areas. When it comes to anxious/depressed behaviors

the child was placed in the border line percentile (Chart) meaning she is not quite like other

children her age but not really to a point where she should be recommended to a clinic for this

area. Looking at the somatic complaints (Chart) you can see that she has reached the percentile

in which clinical concerns are in place meaning the child could really use some type of

intervention in order to develop in this area. As for the internalizing behaviors T score of 71

which is on the level for clinical concern it is interpreted that Child A needs clinical attention and

programs set into play to help her increase her skills in this area.

Inside of the externalizing scale we focused on two subscales which were attention

problems and aggressive behavior. For aggressive behavior she was between the 50-92

percentiles therefore, she scored average compared to other girls around her age. However,

attention problems ranked above the 98th percentile which marks the start point for behaviors

that indicate a need for clinical intervention. Her externalizing T score was border line on the
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HDFS 421

scale for warranting concern but not concern of a clinic. When all her scores were combined she

received a 75 which put her T score at 69 insinuating that overall, she needs clinical attention for

her social emotional behaviors to be appropriately developed.

Recommendation

In order to help Child A increase her skills with the respected social emotional behaviors

she should be recommended to a clinic that can provide her with the proper tools to

succeed. After viewing her scores there should be programs developed especially for the child

that promotes progression. We noticed that a lot of the behaviors that caused her to be of clinical

concern come from her possibly having trouble transitioning into a classroom and being around

others in an educational setting. Therefore, things that teach her about getting along and

interacting with others, rules and routines should be implementing to help her expand her

varieties and become more familiar with more environmentally appropriate behaviors.

Reflection

Using the Child Behavior Caregiver-Teacher Report Form provided us with a great deal

of information on how to evaluate a child's behavior in certain domains. With this assessment

tool we got practice on how to measure and interpret different scores and see what they mean in

context with social-emotional problem behaviors. Our team worked together to calculate the

scores Child A received in each category and determined where she ranked in percentiles, cut

offs and T scores. We were able to develop professionally and gain a new skill to incorporate

inside of our future classrooms.

 Breawn Colen & Kearta Dailey
HDFS 421

References
Thomas M. Achenbach, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. In ASEBA Manual
(p. 13). Burlington.