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Achenbach System of Empirically Based Assessment (ASEBA)3

Achenbach System of Empirically Based Assessment (ASEBA) Test

Designed to explore emotional and behavioral patterns in children and adolescents, the Achenbach System of Empirically Based Assessment (ASEBA) Test presents 119 questions and takes about 22 minutes. Its profile highlights areas such as attention, anxiety, social functioning, and behavior, supporting structured self-reflection and more focused conversations about support.

Questions: 11922 minutes

Achenbach System of Empirically: test ticket with numbers

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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Scale Explorer

How the Scales are Structured

Externalizing ProblemsEP

Measures the extent of outwardly expressed behavioral difficulties, combining aggression and delinquent behavior indicators.

example score47/100

47/100Moderateexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 47 falls in the Moderate range, suggesting a noticeable but not extreme level of externalizing behaviors compared with the full scale.

Internalizing ProblemsIP

Measures the severity of internalized difficulties such as anxiety, withdrawal/introversion, and somatic complaints.

example score19/100

19/100Lowexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 19 falls in the Low range, suggesting relatively few signs of internalized emotional or somatic difficulties in the reported behavior.

AggressionA

Measures the degree of aggressive reactions, conflict-proneness, and tendency toward hostile behavior.

example score54/100

54/100Moderateexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 54 falls in the Moderate range, suggesting a noticeable but not extreme level of aggressive or conflict-related behavior compared with the full scale.

Delinquent BehaviorDB

Measures the frequency and intensity of behaviors that violate rules and social norms in everyday settings.

example score63/100

63/100Moderateexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 63 falls in the Moderate range, suggesting more frequent rule-breaking behaviors than typically expected, though not at the highest level on this scale.

Attention ProblemsAP

Measures difficulties with concentration, sustaining attention, and impulse control in everyday behavior.

example score81/100

81/100Highexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 81 falls in the High range, suggesting pronounced attention and impulse-control difficulties relative to this scale.

Thought ProblemsTP

Measures difficulties with concentration, thinking, and perception that may affect how a child processes information and stays mentally organized.

example score90/100

90/100High concernsexample score

0 – 49Typical range

50 – 74Elevated concerns

75 – 100High concerns

A score of 90 falls in the High concerns range, suggesting notable difficulties with concentration and thinking that may be more pronounced than is typical for peers.

Socialization ProblemsSP

Measures difficulties in forming and maintaining peer relationships and adapting to group social settings.

example score75/100

75/100Marked difficultiesexample score

0 – 33Within typical range

34 – 66Some difficulties

67 – 100Marked difficulties

A score of 75 falls in the “Marked difficulties” range, suggesting notable challenges with social adaptation and maintaining social connections compared with typical expectations.

AnxietyA

Measures internal restlessness, fears, and tension reflected in the child’s everyday behavior.

example score31/100

31/100Lowexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 31 falls in the Low range, suggesting relatively few signs of anxiety-related tension or fears in the reported behavior.

Somatic ProblemsSP

Measures the frequency of physical complaints reported without a clear medical explanation, often associated with stress-related bodily symptoms.

example score23/100

23/100Lowexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 23 falls in the Low range, suggesting relatively few somatic complaints are being reported compared with higher scores on this scale.

WithdrawnW

This scale measures a child’s tendency toward social withdrawal, preference for solitude, and difficulty forming or maintaining social connections.

example score70/100

70/100Highexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 70 falls in the High range, suggesting a stronger-than-average tendency toward social withdrawal and possible challenges with social adjustment in everyday settings.

Total ProblemsTP

This scale summarizes the child’s overall level of emotional and behavioral difficulties based on parent or teacher ratings.

example score67/100

67/100Highexample score

0 – 33Low

34 – 66Moderate

67 – 100High

A score of 67 falls in the High range, indicating an elevated overall level of emotional and behavioral difficulties relative to this scale.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Concerned parents at home

44%OF USERS

Parents who notice mood, behavior, attention, or social issues and want a structured snapshot to understand what’s typical versus what needs support.

Teachers and school staff

33%OF USERS

Educators completing ratings to document classroom behavior, learning-related difficulties, and peer interactions for referrals or support planning.

Child mental health professionals

23%OF USERS

Psychologists and counselors using parent/teacher reports to guide assessment, clarify symptom areas, and track changes over time.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Indicator of Externalizing ProblemsIoEP

You?

Average61.1

Typical rangeTypical47 – 75.1

Possible0 – 100

Internal Problems IndicatorIPI

You?

Average55.7

Typical rangeTypical42.1 – 69.2

Possible0 – 100

AggressionA

You?

Average38.5

Typical rangeTypical26.1 – 50.9

Possible0 – 100

Delinquent BehaviorDB

You?

Average73.3

Typical rangeTypical56.4 – 90.2

Possible0 – 100

Attention IssuesAI

You?

Average33.8

Typical rangeTypical16.3 – 51.2

Possible0 – 100

Thinking ProblemsTP

You?

Average30.7

Typical rangeTypical13.7 – 47.7

Possible0 – 100

Socialization DisordersSD

You?

Average73.9

Typical rangeTypical55.9 – 91.9

Possible0 – 100

AnxietyA

You?

Average62.7

Typical rangeTypical46.1 – 79.3

Possible0 – 100

Somatic ProblemsSP

You?

Average26.7

Typical rangeTypical11.9 – 41.5

Possible0 – 100

IntroversionI

You?

Average71.8

Typical rangeTypical57.6 – 86

Possible0 – 100

Overall Problem ScoreOPS

You?

Average66.4

Typical rangeTypical53 – 79.8

Possible0 – 100

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SAMPLE QUESTIONS

Example Questions From the Test

Below is a list of statements describing the behavior of children and adolescents. If an item fully describes the child’s (student’s) current behavior, select response 2. If an item describes the behavior only to some extent or only occasionally, select response 1. If the statement does not describe the adolescent’s behavior at all, select response 0.

- 0: Not true (as far as you know)
- 1: Somewhat or sometimes true
- 2: Very true or often true
- 0: Not true (as far as you know)
- 1: Somewhat or sometimes true
- 2: Very true or often true
- 0: Not true (as far as you know)
- 1: Somewhat or sometimes true
- 2: Very true or often true

These are 3 of the 119 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Achenbach System of Empirically Based Assessment (ASEBA) Test - Description and methodology of the test

adaptation

deviations

For parents, caregivers, educators, or other informants who know a child or adolescent well, the Achenbach System of Empirically Based Assessment (ASEBA) Test provides a structured way to organize concerns. An Achenbach assessment can highlight patterns that merit closer attention across behavior, emotions, attention, relationships, and thinking. The result is a profile for more focused reflection and discussion, not a single global judgment.

What This Assessment Measures

Results organize emotional, behavioral, attentional, social, and thought-related patterns. As a child behavior assessment, it highlights areas for observation in a child or adolescent.

Displayed scales and bands are:

Most bands are Low 0-33, Moderate 34-66, High 67-100.

Externalizing Problems (0-100) covers outward conduct; Aggression (0-100) reflects hostility; Delinquent Behavior (0-100) reflects rule-breaking. Internalizing Problems (0-100) covers anxiety, withdrawal, and somatic complaints; Anxiety (0-100) reflects worry; Somatic Problems (0-100) reflects physical complaints.
Attention Problems (0-100) reflects concentration and impulse control; Withdrawn (0-100) reflects isolation; Total Problems (0-100) summarizes difficulty.
Socialization Problems (0-100) reflects social and group adjustment: Within typical range 0-33, Some difficulties 34-66, Marked difficulties 67-100; Thought Problems (0-100) reflects thinking/perception: Typical range 0-49, Elevated concerns 50-74, High concerns 75-100.

Methodology and Scientific Basis

Each item offers three response levels, ranging from Not true (0) to Very true or often true (2), with a middle option scored 1; wording varies slightly between items. Because respondents rate behavior as far as they know, memory, setting, observer perspective, current stress, and reporting differences affect results.

The ratings are combined into scale scores, but this online ASEBA questionnaire does not document the conversion from 0-2 responses to its 0-100 displays. The bands therefore describe this version’s reporting format.

Its framework is conceptually consistent with ASEBA School-Age Forms & Profiles (Achenbach & Rescorla, 2001), which organizes empirically based syndromes from co-occurring behavior ratings. Achenbach (2009) presents ASEBA as a quantitative, developmental system, while Achenbach, Dumenci, and Rescorla (2003) distinguish empirically based scales from DSM-oriented scales. This online profile is related to that framework; its 0-100 display is not presented as the manual’s norm-referenced T-score procedure.

Interpret results alongside endorsed situations and developmental context; elevated scores may indicate a need for evaluation but do not establish a diagnosis.

Author: Thomas M. Achenbach

Literature:

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles: An Integrated System of Multi-Informant Assessment. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, Findings, Theory, and Applications. Burlington, VT: University of Vermont, Research Center for Children, Youth & Families.
Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2003). DSM-oriented and empirically based approaches to constructing scales from the same item pools. Journal of Clinical Child and Adolescent Psychology, 32(3), 328-340. 10.1207/S15374424JCCP3203_02

Updated: 2025-10-02