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Behavior Assessment System nd For Children, 2 Edition (BASC-2) By: Kelly Wermerskirchen BASC-2 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 Provides a complete and balanced picture of a child’s behavior by analyzing three perspectives (Teacher, Parent, Self) Highly recommended in schools Helps: 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 Doesn’t solely diagnose, but AIDS in diagnosing disorders such as: 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) Parent Rating Scales (PRS) (Ages 2-21) (3 age levels) (Adolescent ages 12-21) Structured Developmental History (SDH) Parenting Relationship Questionnaire (PRQ) Self-Perspective (assess emotions and feelings) Self-Report of Personality (SRP) (Ages 6-25) (4 age levels) (Adolescent ages 12-21) Ages 22 – 25 only use this assessment Teaching Perspectives (assess behavior problems) Teacher Rating Scales (TRS) (Ages 2-21) (3 age levels) (Adolescent ages 12-21) Student Observation System (SOS) BASC-2 Portable Observation Program How is the BASC-2 helpful to school counselors? Work collaboratively with the school psychologist, teachers, parents, and students Become an active and knowledgeable participant in IEP meetings Counsel students on specific behavior and emotional problems that may hinder their education development Costs 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) 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 Terms: Validity – Does an instrument measure what it is intended to measure? Construct Validity – Concerns the extent to which the instrument may measure a theoretical or hypothetical construct or trait 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 Validity: 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) Construct validity of scales found moderate to high correlations Criterion-related validity found to be high Relevant Psychometric Properties Terms: Reliability – Is the measurement repeatable? Reliability Coefficient – Ratio of true variance to observed variance Internal Consistency – To examine the instrument “internally” to determine its consistency Test-Retest Reliability – To give the identical instrument twice to the same group of individuals Interrater Reliability – Refers to how consistently different raters evaluate the answers to the items on the instrument Relevant Psychometric Properties Reliability: Internal consistency, test-retest reliability, and interrater reliability Internal consistency was .60 to .90 for both individual and clinical norms Test-Retest Reliability 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 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 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) Preschool (ages 2-5) Child (ages 6-11) Adolescent (ages 12-21) Example Questions From The Teacher Rating Scales (TRS) “Is usually chosen as a leader” “Has headaches” “Calls out of class” “Worries about what other adolescents think” (From the ADOLESCENT Form) Parent Rating Scales 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) Child’s behavior assessed in both the community and home setting (as opposed to the TRS – behaviors only w/i the school) Written at a 4th grade level Provided in English and Spanish Example Questions From The Parent Rating Scales (PRS) “Adjusts well to new teachers” “Volunteers to clean up around the house” “Worries about making mistakes” “Has poor self-control” (From the ADOLESCENT form) Self-Report of Personality 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) 4-point scale “Never” to “Almost Always” Written at a 3rd grade level 4 Forms (ages 6-25) (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) “I like who I am” “I tell my parents everything” “I never quite reach my goal” “I have attention problems” (From the ADOLESCENT form) The Client John Doe 15 years old, and 3 months Adolescent Grade 10 The Client Categories: Externalizing Problems Internalizing Problems School Problems Personal Adjustment Behavioral Symptoms Index Adaptive Skills Inattention/Hyperactivity Classification ranges: “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 English Teacher Clinically significant: Externalizing Problems Hyperactivity Aggression Conduct problems Internalizing Problems Anxiety Depression Behavioral Symptoms Index Withdrawal The Results From The TRS At-risk range: School Problems Attention problems Learning problems Adaptive Skills Adaptability Social skills Leadership Study skills The Results From The PRS Mother Clinically significant: Externalizing Problems Internalizing Problems Anxiety Depression Behavioral Symptoms Index Conduct problems Withdrawal Adaptive Skills Social skills Leadership Activities of daily living The Results From The PRS At-risk range: Externalizing Problems Behavioral Symptoms Index Hyperactivity Aggression Attention problems Adaptive Skills Adaptability The Results From The SRP Clinically significant: Personal Adjustment Interpersonal relations Self-esteem Inattention/Hyperactivity Attention problems Internalizing Problems Locus of control Depression School Problems Attitude to school Attitude to teachers The Results From the SRP At-risk range: Internalizing Problems Inattention/Hyperactivity Social stress Anxiety Hyperactivity Personal Adjustment Relations with parents What Do The Results Mean? Clinically Significant for all three perspectives mean there is a severe problem for that one aspect, and treatment should be talked about. 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.