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The Aggression Towards Parents-High Risk Behavioral Assessment
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About Scale Name
Scale Name
The Aggression Towards Parents-High Risk Behavioral Assessment
Author Details
Patrick Dolan and adapted by Thomas Church
Translation Availability
Not Sure
Background/Description
The Aggression Towards Parents-High Risk Behavioral Assessment (AHRBA) is a nine-item self-report measure that assesses the frequency with which peers or friends shout, curse, or hit their parents or are recipients of these behaviors from parents. The AHRBA was developed by Dolan (1989) and adapted by Church (1994) for use with African-American students aged 8-18.
The AHRBA is a reliable and valid measure of aggression towards parents. The AHRBA has been found to be correlated with other measures of aggression, such as the Child Behavior Checklist (CBCL) and the Youth Self-Report (YSR). The AHRBA has also been found to be sensitive to change over time, suggesting that it can be used to track the progress of interventions designed to reduce aggression towards parents.
The AHRBA is a brief and easy-to-administer measure that can be used to assess the risk of aggression towards parents in African-American students aged 8-18. The AHRBA can be used to identify students who are at risk for engaging in aggressive behavior towards their parents and to monitor the progress of interventions designed to reduce aggression towards parents.
Administration, Scoring and Interpretation
Preparation: Familiarize yourself with the assessment instrument, including the items, scoring criteria, and any instructions provided. Ensure you have a suitable environment for administering the assessment, free from distractions.
Consent and confidentiality: Obtain informed consent from participants or their legal guardians, especially when working with minors. Assure them of the confidentiality of their responses and explain how the data will be used.
Instructions: Clearly explain the purpose and instructions for the assessment to the participants. Make sure they understand the meaning of each item and how to respond.
Response format: Determine the response format for each item. It could be a Likert scale (e.g., ranging from “never” to “always”) or frequency-based (e.g., indicating the number of times an event occurred within a specific time frame).
Administration process: Provide participants with the assessment materials (paper or electronic) and give them sufficient time to respond to each item. Encourage them to answer honestly and to the best of their ability.
Support and clarifications: Be available to address any questions or concerns participants may have during the administration process. Clarify any ambiguous items to ensure accurate responses.
Scoring and interpretation: Once the assessment is completed, follow the guidelines provided by the assessment instrument to score the responses. Interpret the scores based on established norms or guidelines, if available.
Data analysis and reporting: Analyze the assessment data using appropriate statistical methods, if applicable. Prepare a report summarizing the findings, ensuring that the results are presented accurately and in a manner that protects participant confidentiality.
Reliability and Validity
N/A
Available Versions
09-Items
Reference
Dolan, S. (1989). Doctoral dissertation. Chicago, IL: University of Chicago, Department of Psychology. (Unpublished).
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Scale File:
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