Table 1 Interpretation of the behavioral scales
Behavioral scale | Subcomponent | Directionality | Interpretation |
|---|---|---|---|
Internalizing | No | Higher = more problems | This composite reflects behaviors that are acted inwards (i.e., anxiety, depression, somatization) |
Externalizing | No | Higher = more problems | This composite reflects behaviors that are acted outwards (i.e., hyperactivity, aggression) |
Behavioral symptoms | No | Higher = more problems | This composite reflects the overall level of problem behavior (i.e., hyperactivity, aggression, depression, attention problems, atypicality, withdrawal). |
Developmental social disorder | No | Higher = more problems | Tendency to display behaviors characterized by deficits in social skills, communication, interests, and activities. Sometimes used to rate autism-related behaviors. |
Adaptive skills | No | Higher = more adaptive | This composite summarizes appropriate emotional expression and control, daily living skills, and communication skills. |
Social skills | Yes, to adaptive skills | Higher = more adaptive | The skills necessary for interacting successfully with peers and adults in home, school, and community settings. |
Functional communication | Yes, to adaptive skills | Higher = more adaptive | The ability to express ideas and communicate in a way others can easily understand. |
Daily living | Yes, to adaptive skills | Higher = more adaptive | Skills associated with performing basic, everyday tasks in an acceptable and safe manner. |
Adaptability | Yes, to adaptive skills | Higher = more adaptive | The ability to adapt readily to changes in the environment. |