Transcript The Behavioral Assessment System for Children, Second Edition (BASC-2) Veronica L. Hardy, Amanda J.

The Behavioral Assessment System
for Children, Second Edition (BASC-2)
Veronica L. Hardy, Amanda J. Szapkiw, Lucinda
C. West, Tracey M. Phillips, and Debbie A.
Hood
Regent University
Overview
 History
 Purpose and Population
 Multimethod and Multidimensional Aspects
 Administering and Scoring
 Case Study
 Usage
 Psychometric Principles
 Cultural Relevance
 Strengths and Weaknesses
 Extended Learning
History
Meet the Authors
A Revision of the BASC
Improved reliability
Cecil R. Reynolds, Ph.D.
Additional Scales
Standardization Sample
Greater Similarity of
Items
TRS length reduction
R.W. Kamphaus, Ph.D.
Content Scales
And more!
Purpose and Population
Purpose: To evaluate
various aspects of
behavior and selfperception
Population: 2:0-21:11
(TRS and PRS); 6:0
through college age (SRP)
Multimethod: The Key To
Measuring Behavior
Self Perspective: The Self-Report
of Personality (SRP)
 Provides insight into
thoughts and feeling
 3 forms at three age
levels
 8-11
 12-21
 18-25
 30 minutes to complete
 2-point and 4-point
response format
 Spanish version
Parent Perspective
 Parent Rating Scale
(PRS)
 Measures adaptive and
behavior problems
 3 forms at three age
levels
 2-5
 6-11
 12-21
 10-20 minutes to
complete
 4-point response format
 Spanish version
 Structured Developmental
History (SDH)
 Reviews child’s history
 12 page history and
background survey
 Spanish version
Teacher Perspective
 Teacher Rating Scale
(TRS)
 Measures adaptive and
behavior problems
 3 forms at three age
levels
 2-5
 6-11
 12-21
 10-20 minutes to
complete
 4-point response format
 Student Observation
System (SOS) or
Portable Observation
Program
 Observations of child’s
behavior
 Used for FBA
 Monetary Time Sampling
Multidimensional: Scales
Administering the Self-Report,
TRS, and PRS
Check
Complete
Form
Establish
Rapport and Give
Instructions
Select a Rater: Client, Parent,
and/or Teacher
Scoring the TRS, PRS, and Self-Report Form
Separate
Form
Check
F Index
Summing
Item Scores
Assess
Critical Items
Computing
Raw Scores
Graph T-Scores
Obtaining
Normative Scores
Compare
Composite Scores
Identify
Highs
and Lows
Scoring
Composites
And
B.S.I.
•Clinically significant
•+ At Risk
Scale
Teacher T-score
Teacher %tile
F-scale
Acceptable
Hyperactivity
76+
98
Aggression
69+
94
Conduct problems
63+
90
Anxiety
78*
99
Depression
59
84
Somatization
50
63
Attention Problems
67+
95
Learning Problems
76*
98
Atypical
46
48
Withdrawal
66+
92
Adaptive Scale
Teacher T-score
Teacher %tile
Adaptively
24*
1
Social Skills
47
41
Leadership
38+
12
Study Skills
33+
5
Functional
Communication
34+
8
* Clinically significant; + At Risk
Clinical Scale
Teacher T-score
F-scale
Caution
Teacher %tile
Composite
Externalizing
71*
96
Internalizing
66+
93
School Problems
74*
98
Behavioral Symptom
Index
78*
98
Adaptive Skills
33+
53
* Clinically significant; + At Risk
Clinical Scale
Father T-score
F-scale
Acceptable
Father %tile
Composite
Externalizing
73*
97
Internalizing
59+
84
Behavioral Symptom
Index
78*
98
Adaptive Skills
30*
3
* Clinically significant; + At Risk
Threefold Usage
differential
diagnosis
BASC-2
Usage
treatment plans
educational
classification
Psychometric Principles
Norms
Reliability
Validity
Cultural Relevance
Standardization
sample closely
matches the
2001 U.S. Census
data
Spanish Version
Strengths and Weaknesses
Strengths
• Integrative
approach
• Comprehensive
portrayal of
child’s strengths
and weaknesses
• Limited
psychopathology
and personality
domains
• Structure
• Limited validity
information about
applicability with
preschoolers
Weaknesses
Q&A
If you have questions, please post
those to the discussion board. Feel
free to respond to any questions
posted as well.
References
 Visit amanda.rockinson.net/basc for activities and information.
 American Psychiatric Association. (2000). Diagnostic and statistical
manual of mental disorders (4th ed., text revision). Washington,
DC: Author.
 Doyle, A., Ostrander, R., Skare, S., Crosby, R.D., & August, G. J.
(1997). Convergent and criterion related validity of the Behavior
Assessment System for Children-Parent Rating Scale. Journal of
Clinical Child Psychology, 26, 276-284.
 Reynolds, C. R., & Kamphaus, R. W. (1992). BASC: Behavior
assessment system for children. Circle Pines, MN: American
Guidance Service.
 Reynolds, C. R. & Kamphaus, R. W. (Eds.). (2003). Handbook of
psychological and educational assessment of children: Personality,
Behaviors, and Context (2nd ed.). New York, NY: The Guilford
Press.
 Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior
assessment system for children, second edition manual. Circle Pines,
MN: American Guidance Service.
 Sandoval, J. & Echandia, A. (1994). Review of the behavior
assessment system for children, Journal of School Psychology, 32,
419-425.