Outcome Measures for IECMHC

States, tribes, and communities are building the evidence that IECMHC works in early care and education. A common question is which tools to use to measure impact.

Use this Choose and Use tool to plan how you'll measure IECMHC outcomes. It summarizes 22 measures used in two or more IECMHC program evaluations, covering impact on children, teachers, teacher-child relationships, and classrooms or programs.

Child measures

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Child · Assessment Tool

Child Behavior Checklist (CBCL) and Child Teacher Report Form (CTRF)

TeacherParent12 languagesDetailsClose

Level: Child Level
Type of Tool: Assessment Tool
Construct: Challenging behaviors
Respondent: Teacher; Parent
Language(s): English; Spanish; Chinese; Japanese; Hindi; German; Tagalog; Portuguese; Polish; Korean; Dutch; Other
Length: 20 to 30 minutes; 99 items
Description: A widely used measure of a broad range of challenging behaviors at home and at school, with scores that show the type of concern and possible diagnostic categories.
Subscales: Overall Scores: Externalizing, Internalizing, and Total Problem scores Syndrome Scales: Emotionally Reactive, Anxious/Depressed, Somatic Complaints, Withdrawn, Attention Problems, Aggressive Behavior, and Sleep Problems. DSM-oriented scales: Affective Problems, Anxiety Problems, Pervasive Developmental Problems, Attention Deficit/Hyperactivity Problems, Stress Problems, Autism Spectrum Problems, and Oppositional Defiant Problems.
Published Psychometrics?: Yes See for example: Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Harder, V. S., Ang, R. P., Bilenberg, N., ... & Dobrean, A. (2010). Preschool psychopathology reported by parents in 23 societies: testing the seven-syndrome model of the child behavior checklist for ages 1.5–5. Journal of the American Academy of Child & Adolescent Psychiatry, 49(12), 1215-1224.
Citation for Tool: 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.
In the Public Domain?: No - Available for purchase on the ASEBA.org website
Norms: Has norms

Disclaimers

Don't limit your data collection to these measures. They are outcome measures: they show how IECMHC affects children, classrooms, and programs. Also collect implementation data (how IECMHC is delivered) and process data (the near-term changes that lead to those outcomes).

Many families who use IECMHC face wide racial and ethnic disparities in access to opportunity. Programs and systems leaders should always collect demographic data, and always break down outcome, process, and implementation data by race/ethnicity, income, language, and disability status.

Make evaluation decisions in light of your program's theory of change, setting, and the people you serve. Where you can, choose measures normed on the populations you serve and available in a language families understand.

In addition to using the Choose and Use Guide, we recommend you also contact the CoE to request technical assistance to refine your decisions about which tools to select.

Need help choosing?

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