Validity requires a test to measure what it is pronounces to measure. There are several forms of validity such as content, concurrent, predictive, and construct. The tests on multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications not only exemplify reliability, but content validity as well. Content validity describes if an instrument’s items signify what its expected to asses. The child behavior checklist, teacher report form and youth self-report of ASEBA was created to tap a broad scale of issues. These problems are expected to be able to be narrated by a child’s parents/guardians, teachers, and children themselves. Results on multiple disorders, DSM-oriented scales, total problems, internalizing, and externalizing have been extremely higher for children that were clinically referred more so than those who were not post controlled demographics (Achenbach, 2008).
“Validity of the DSM-Oriented Scales of the Child Behavior Checklist and Youth Self-Report”, is a analytical evaluation of youth used to determine if there is any psychopathology to ascertain variances. The purpose of this test was to study incremental validity of ASEBA DSM-Oriented scales in over ASEBA Empirical Syndromes scales for envisaging DICA-IV disarrays. There were several links between DSM-Oriented scales and Empirical Syndrome scales attained arithmetical importance. For the CBCL, the strongest correlations were for DSM-Oppositional insolent difficulties and belligerent behavior and between DSM
Comportment Problems and rule-breaking behavior. As far as the Youth self-report, correspondences with an exceptional outcome size were between DSM-ADD/ADHD challenges, DSM- Oppositional Deﬁant Problems and Attention Problems and DSM-Affective Problems and Withdrawal/Depressed Syndrome (Sistere, Massons, Perez, and Ascaso, (2014).
“The Screen for Child Anxiety-Related Emotional Disorders Is Sensitive but Not Specific in Identifying Anxiety in Children with High-Functioning Autism Spectrum Disorder: A Pilot Comparison to the Achenbach System of Empirically Based Assessment Scales” is the last of three tests chosen to describe validity of the ASEBA. The purpose of this test was to assess short, quantifiable acceptable instrument measuring anxiety indicators in the ASD population. This journal article discusses criterion: concurrent validity. The purpose of this test was to revise a clinically acceptable instrument evaluating anxiety symptoms in the autism spectrum disorder population. In order to make this study valid it observed the parallels of SCARED- child and parent forms in a community of children with autism spectrum disorder (that did not have an intellectual disability) with the Achenbach system of empirically based assessment tools of global psychopathology CBCL, YSR, and TRF.
The purpose of the Achenbach system of empirically based assessment is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014). This assessment describes its four assessment levels such as the preschool assessment, school-aged assessment, adult assessment, and the older adult assessment. Each level tests different aspects of behavior such as emotionally reactive, apprehensiveness, depression, and withdrawal. According to the three tests that were selected each discuss the different ways that parts of the ASEBA can be used and how beneficial it can be as well. The purpose of the child behavior checklist, teacher report forms, and youth self- report is to gain the parents, teachers, and children’s perspective on the behaviors. The Achenbach system of empirically based assessment is used to classify problematic behaviors which can help identify mental health disorders. Some of the content entailed in this assessment focuses on the behavior of a child from a parent/guardian or teacher point of view evaluating the behavior strengths of the child (Achenbach, 2015). ASEBA is also used to determine behavior problems that happen often. This test is extremely appropriate in evaluating a child’s behavior to understand exactly why a child behaves the way they do. By doing so the child will be able to get the help that he or she needs.