Lab 7: Scoring, Interpreting, and Reporting T-Scores

Introduction.
We assessed Alex Carter, a 28 month old female to determine her well-being in the
social-emotional domain. This child was given the C-TRF assessment. This Child Behavior
Checklist- Caregiver-Teacher Report provides information about a childs social-emotional well
being by providing caregivers/teachers a chance to mark all the problems the child experiences.
This data is then analyzed to determine if the childs situation warrants concern and a need for
intervention. We looked at a series of data about the childs behaviors in this domain, analyzed
the data, and compared her T-scores to determine where she may need support and how we
could best follow up with this situation. The purpose of this assessment is to follow-up on any
concerns we have with the childs challenging behaviors and decide if the child should be
recommended to a study team and if any type of intervention will be necessary to help the child.
Data Summary.
The following table describes Alexs percentile scores, T-scores and where she fell in
comparison to the cut-off range in these categories.
Emotionally
Reactive

Anxious/Dep
ressed

Somatic
Complain
ts

Withdrawn

Attention
Problems

Aggressive
behavior

Internal

External

Total
Problems

Percentile

92

97

98

92

98

84

N/A

N/A

N/A

T-Score

64

69

86

64

71

59

71

63

69

Cut-off

Normal

Borderline

Clinical

Normal

Clinical

Normal

Clinical

Borderli
ne

Clinical

Interpretation.
The scores we collected warrant concern for the childs social-emotional well being. The
child had several T-scores above 70, meaning that she was over 2 standard deviations away
from the mean (the average score for Alexs peers). Specifically, her somatic complaints,
attention problems and total internal problems were all over 70. Additionally, she had a T-score
of 69 for anxious/depressed behaviors, which is also an immediate alarm, because it places her
in the borderline area. Her T-scores for being emotionally reactive and withdrawn were both at
64, meaning theyre both between 1 and 2 standard deviations away from the mean. Although
these statistics are not extremely alarming, they are also somewhat alarming due to their
proximity to the second standard deviation. Similarly, the childs total problems and external
problems both had T scores between the 1st and 2nd standard deviation, further showing the

childs challenges in this domain. Whenever a child scores 2 or more standard deviations away
from the mean, this warrants immediate concern for the childs well-being.
In all areas except aggressive behavior, Alex was in the 92nd percentile or higher. This
means that she had more problems in these areas than the vast majority of her peers. She was
in the 98th percentile for somatic complaints and attention problems. This means she has more
somatic complaints and attention problems than 97% of her peers. 98% have fewer problems or
as many as she has. Only 2% of her peers have more problems in these areas than she does.
The results of most of the other categories are similarly dramatic. Thus Alexs percentile scores
warrant much concern for her social-emotional well-being.

Recommendation.
We assessed Alex because we were worried about her challenging behaviors in the
social-emotional domain and we were wondering if a recommendation for intervention may be
necessary. Based on the data collected and the scores that were interpreted from this data we
would recommend the child to a study team, which could lead to intervention if it is necessary.
The child showed clinical or borderline scores in six out of the nine focus areas. We believe that
these scores are reason for concern in the childs behavior. We would recommend that the child
is further assessed by a child study team to find their opinions based on our results and the
results they find as well. From there it will be decided whether the child needs any further
intervention. If this is necessary the study team, teachers, parents, and any other adults who
work closely with the child will work together to make an intervention plan to assist the child in
the areas of focus.

Reflection.
To complete this assignment our group first printed off and completed the C-TRF
Empirically Based Scales for Boys and Girls sheets provided for us. We all separately did the
reading for this assignment and completed the worksheet. We then met in person and
compared our findings and answers. Any of the data that did not match up was carefully looked
over to find any errors so that all data from each group member was the same. From there we
used a google doc to compile the information and work together on each topic. This assignment
allowed us to better explore forms of standardized tests and formal assessments. Further, it
allowed us to practice writing to parents, colleagues and other professionals about the
data/results we gathered from the tests that were conducted.