Transcript Behavior Assessment System for Children, 2nd Edition (BASC-2)

Behavior Assessment System
nd
For Children, 2 Edition
(BASC-2)
By: Kelly Wermerskirchen
BASC-2
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Cecil R. Reynolds and Randy W. Kamphaus
Originally published in 1992 (BASC), revised
in 2004 (BASC-2)
For children and adolescents ages 2 – 25
years old
Based on general and clinical norms
Hand- or computer-scored
User-friendly
BASC-2
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Provides a complete and balanced picture of
a child’s behavior by analyzing three
perspectives (Teacher, Parent, Self)
Highly recommended in schools
Helps:
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One understand the behaviors, emotions, and
self-perceptions of children and adolescents
Aid in formulating treatment plans and IEPs
(Individualized Education Plans)
To identify adaptive and maladaptive behaviors
BASC-2
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Doesn’t solely diagnose, but AIDS in diagnosing
disorders such as:
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Attention-deficit/hyperactivity disorder
Bipolar disorder
Depression disorders
Emotional/behavioral disturbance
Hearing impairment
Learning disability
Mental retardation or developmental delay
Motor impairment
Pervasive developmental disorders (including Asperger’s
and autism)
Speech or language disorder
BASC-2 Forms
Parent Perspectives (assess behavior problems)
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Parent Rating Scales (PRS) (Ages 2-21) (3 age levels)
(Adolescent ages 12-21)
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Structured Developmental History (SDH)
Parenting Relationship Questionnaire (PRQ)
Self-Perspective (assess emotions and feelings)
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Self-Report of Personality (SRP) (Ages 6-25) (4 age levels)
(Adolescent ages 12-21)
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Ages 22 – 25 only use this assessment
Teaching Perspectives (assess behavior problems)
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Teacher Rating Scales (TRS) (Ages 2-21) (3 age levels)
(Adolescent ages 12-21)
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Student Observation System (SOS)
BASC-2 Portable Observation Program
How is the BASC-2 helpful to
school counselors?
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Work collaboratively with the school
psychologist, teachers, parents, and students
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Become an active and knowledgeable
participant in IEP meetings
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Counsel students on specific behavior and
emotional problems that may hinder their
education development
Costs
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Student Observation System – $38.00
Structured Developmental History – $44.50
Audio CD – $39.00
Manual - $91.75
Software for Parenting Relationship
Questionnaire - $484.10 - $1,127.85
(different versions)
Hand-scored examination sets (individual) $127.70 - $195.70
Costs (continued)
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Hand-scored starter sets (group) - $447.50 $795.15
Computer scoring and reporting starter sets $581.95 - $911.55
Computer scoring and reporting software $335 - $592
Hand-scored forms - $34.50
Scannable forms - $45.35
Parent feedback report - $28.85
Training videos - $133
Relevant Psychometric Properties
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Terms:
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Validity – Does an instrument measure what it is
intended to measure?
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Construct Validity – Concerns the extent to which the
instrument may measure a theoretical or hypothetical
construct or trait
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Criterion-Related Validity – The degree to which an
instrument is a good predictor of a certain criterion
(Example – for the SAT, the criterion is academic
performance in college)
Relevant Psychometric Properties
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Validity:
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F index (faking bad) – consistently negative bias
L index (faking good) – consistently positive bias
V index – nonsensical statements (make sure the
person filling out the assessment is actually paying
attention)
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Construct validity of scales found moderate to
high correlations
Criterion-related validity found to be high
Relevant Psychometric Properties
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Terms:
 Reliability – Is the measurement repeatable?
 Reliability Coefficient – Ratio of true variance to
observed variance
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Internal Consistency – To examine the instrument
“internally” to determine its consistency
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Test-Retest Reliability – To give the identical
instrument twice to the same group of individuals
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Interrater Reliability – Refers to how consistently
different raters evaluate the answers to the items on the
instrument
Relevant Psychometric Properties
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Reliability:
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Internal consistency, test-retest reliability, and
interrater reliability
Internal consistency was .60 to .90 for both
individual and clinical norms
Test-Retest Reliability 
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For PRS low .80s to low .90s
For TRS middle .80s to low .90s
For SRP middle .70s to low .90s
Implications For Socio-Racial and
Underrepresented Groups
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2 to 3 year old children were underrepresented
in the TRS and PRS by mothers with the
lowest educational level in the general norm
samples
Norm samples for the college level SRP (ages
22-25) were below 100
Sex, SES, race/ethnicity, geographic region,
and special education classification all closely
matched the 2001 Current Population Survey
Urban-rural information wasn’t provided
Teacher Rating Scales
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Takes about 10-20 minutes to complete
Addresses specific behaviors
4-point scale of frequency, ranging from “Never” to
“Almost Always”
100 – 139 items
Written at a 4th grade level
Provided in English and Spanish
3 forms available (ages 2-21)
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Preschool (ages 2-5)
Child (ages 6-11)
Adolescent (ages 12-21)
Example Questions From
The Teacher Rating Scales (TRS)
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“Is usually chosen as a leader”
“Has headaches”
“Calls out of class”
“Worries about what other adolescents think”
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(From the ADOLESCENT Form)
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Parent Rating Scales
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About 10-20 minutes to complete
134 - 160 items
4-point scale of frequency ranging from “Never”
to “Almost Always”
Same three age levels as the TRS (Preschool,
Child, Adolescent / Ages 2-21)
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Child’s behavior assessed in both the
community and home setting (as opposed to the
TRS – behaviors only w/i the school)
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Written at a 4th grade level
Provided in English and Spanish
Example Questions From
The Parent Rating Scales (PRS)
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“Adjusts well to new teachers”
“Volunteers to clean up around the house”
“Worries about making mistakes”
“Has poor self-control”
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(From the ADOLESCENT form)
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Self-Report of Personality
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About 30 minutes to complete
Provided in English and Spanish
T/F (as opposed to the TRS and PRS only have the
4-point scale)
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4-point scale “Never” to “Almost Always”
Written at a 3rd grade level
4 Forms (ages 6-25)
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(New) Child ages 6 – 7
Child ages 8 – 11
Adolescent ages 12 – 21
College ages 18 – 25
Example Questions From
The Self-Report of Personality (SRP)
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“I like who I am”
“I tell my parents everything”
“I never quite reach my goal”
“I have attention problems”
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(From the ADOLESCENT form)
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The Client
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John Doe
15 years old, and 3 months
Adolescent
Grade 10
The Client
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Categories:
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Externalizing Problems
Internalizing Problems
School Problems
Personal Adjustment
Behavioral Symptoms Index
Adaptive Skills
Inattention/Hyperactivity
Classification ranges:
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“Clinically Significant” – High level of maladjustment
“At-Risk” – May identify a significant problem that may not be
severe enough to require formal treatment or may identify the
potential of developing a problem that needs careful
monitoring
The Results From The TRS
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English Teacher
Clinically significant:
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Externalizing Problems
Hyperactivity
 Aggression
 Conduct problems
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Internalizing Problems
Anxiety
 Depression
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Behavioral Symptoms Index
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Withdrawal
The Results From The TRS
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At-risk range:
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School Problems
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Attention problems
Learning problems
Adaptive Skills
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Adaptability
Social skills
Leadership
Study skills
The Results From The PRS
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Mother
Clinically significant:
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Externalizing Problems
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Internalizing Problems
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Anxiety
Depression
Behavioral Symptoms Index
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Conduct problems
Withdrawal
Adaptive Skills
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Social skills
Leadership
Activities of daily living
The Results From The PRS
At-risk range:
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Externalizing Problems
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Behavioral Symptoms Index
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Hyperactivity
Aggression
Attention problems
Adaptive Skills
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Adaptability
The Results From The SRP
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Clinically significant:
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Personal Adjustment
Interpersonal relations
 Self-esteem
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Inattention/Hyperactivity
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Attention problems
Internalizing Problems
Locus of control
 Depression
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School Problems
Attitude to school
 Attitude to teachers
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The Results From the SRP
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At-risk range:
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Internalizing Problems
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Inattention/Hyperactivity
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Social stress
Anxiety
Hyperactivity
Personal Adjustment
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Relations with parents
What Do The Results Mean?
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Clinically Significant for all three perspectives
mean there is a severe problem for that one
aspect, and treatment should be talked
about.
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Example – Depression was seen as Clinically
Significant from all three perspectives - A likely
indicator that John is probably depressed.
Treatment for John’s depression should be
discussed.
References
Stein, S. Review of the Behavior Assessment System
for Children, 2nd ed., (2004). In The seventeen
mental measurement yearbook.
Pearson Education, Inc. (2008). Behavior assessment
system for children, (2nd ed). In Pearson Assess.
Chee Soon Tan (2004). Test Review: Reynolds,
C.R. & Kamphaus, R. W. (2004). BASC-2, Behavior
assessment system for children, (2nd ed). Circle
Pines, MN: AGS Publishing.
Reynolds, C. R. & Kamphaus, R. W. (2004). BASC-2,
Behavior assessment system for children, (2nd ed).
Circle Pines, MN: AGS Publishing.