STANDARDIZATION OF THE JAPANESE VERSION OF THE TEACHER'S REPORT FORM

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  • FUNABIKI Yasuko
    Graduate School of Human and Environmental Studies, Kyoto University Graduate School of Medicine, Kyoto University
  • MURAI Toshiya
    Graduate School of Medicine, Kyoto University

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  • ASEBA行動チェックリスト（TRF：教師用）標準値作成の試み
  • ASEBA コウドウ チェックリスト(TRF:キョウシヨウ)ヒョウジュンチ サクセイ ノ ココロミ

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Abstract

<p>Objective: This study was designed to standardize the Japanese version of the Teacher's Report Form (TRF) for school children using protocol employed in standardizing the original Achenbach System of Empirically Based Assessment (ASEBA) version.</p><p>Method: We divided 741 participants into four groups based on gender and age: 169 boys (6 to 11 years), 249 boys (12 to 18 years), 150 girls (6 to 11 years) and 173 girls (12 to 18 years). In each group, T scores were calculated from raw scores for all scales: anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems (inattention & hyperactivity-impulsivity), rule-breaking behavior, aggressive behavior, Internalizing, Externalizing and Total problems. Reliability and validity were checked with Cronbach' alpha, inter-correlations, and criterion-related validities with the high-functioning Autism Spectrum Screening Questionnaire (ASSQ). Additionally, multiple regression analyses were performed to check for effects of gender and age groups.</p><p>Result and Conclusion: Internal consistencies were high for all scales. Both inter-correlation and criterion-related validities with the ASSQ were positively significant. Multiple regression analyses showed significant effects of ‘boys’ on ‘withdrawn/depressed’, ‘social problems’, ‘attention problems (inattention & hyperactivity-impulsivity)’, ‘rule-breaking behavior’, and ‘aggressive behavior’; and ‘children aged 12 to 18’ as having significant effect on ‘rule-breaking behavior’.</p>

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