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Behavior Assessment System for Children (BASC-2)

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Leslie Way

on 3 December 2014

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Transcript of Behavior Assessment System for Children (BASC-2)

Reliability
Use in Research & Publication
Administering the BASC-2
Behavior Patterns
Teacher Rating Scales (TRS)
Parent Rating Scales (PRS)
Student Observation System
Emotions & Feelings
Self Report of Personality (SRP)
Development & Family Background
Structured Developmental History (SDH)
Internal Consistency
Middle .90s

Test-Retest Reliability
Middle .80s to low .90s

Interrater Reliability (Only TRS & PRS)
Varies widely depending on measured scale and age of child (.19 to .82).
Validity
Norming
Internal Validity
Comparisons between different TRS and PRS results for a child
F Index - Faking Bad
L Index - Faking Good
V Index - Measures frequency of implausible responses
Limiting Omitted Responses
Response Pattern Index
Consistency Index
Correlations - Variety based on scales, age groups, and other demographics
Achenbach System of Empirically Based Assessment
Caregiver-Teacher Report Form (.75-.85)
Child Behavior Checklist (.73-.84)
Youth Self-Report (.83 adolescent anxiety; .38 young-adult depression)
Conners' - Revised
Teacher Rating Scale (Typically higher for children than adolescents; low on anxiety)
Parent Rating Scale (Typically higher for children than adolescents; low on anxiety)
Conners-Wells' Adolescent Self-Report Scale (~.60)
Behavior Rating Inventory of Executive Functioning
(moderate to high)
Since Publication (2004)
Cited in over 2,700 journal publications and dissertations
Used most widely in longitudinal studies
School-based prevention programs

Grady Trauma Project (www.gradytraumaproject.com)
Vance, L. A., Cross, D., Stevens, J., Jovanovic, T., & Bradley, B. (2015).
The role of maternal parenting in predicting child anxiety in a highly traumatized population
. To be presented at the Anxiety and Depression Association of America Conference, Miami, FL.
Establishes a highly significant correlation between BASC-2 SRP anxiety subscale and fear-potentitated startle (FPS) response (p<.005), giving further support for FPS as a valid psychophysiological measure of anxiety in children.
Historical Origins
BASC (1992)
Need for comprehensive child specific measure of behavior and emotion
2001 <125 published research articles and dissertations
2003 most widely used assessment for children and adolescents in U.S.
Cecil R. Reynolds
Educational Psychologist
Educated at UGA
Currently Professor at Texas A&M
Randy W. Kamphaus
Educational Psychologist
Educated at UGA
Currently Dean of Department of Education at University of Oregon
Norming Data
Web-Based ($125; $2-12 per report)
Taken online from any computer
Generates various reports to clinician

Local Software ($125; $2-12 per report)
Taken only via computer with installed software
Generates various reports to clinician

Manual ($150; $40 per scale for pack of 25)
Hand scored
Quite complicated and time-consuming to construct a composite score given the multidimensional nature of the BASC
Scannable ($1000; $50 per scale for pack of 25)

Ideal for larger group assessments (school-based)
Ideal for those who do not have computer access
Scoring
Behavior Assessment System for Children (BASC-2)
Alexander Vance & Leslie Way
What's New in the BASC-2? (2004)
Bibliography
Reynolds, C. R., & Kamphaus, R. W. (2004).
Behavior
assessment system for children
[Second Edition]. Minneapolis, MN: Pearson, Inc.
Stein, S. (2007). [Review of the Behavior Assessment System
for Children, Second Edition]. In Geisinger, K. F., Spies, R. A., Carlson, J. F., & Plake, B. S. (Eds.),
The seventeenth mental measurements yearbook
. Lincoln, NE: Buros Institute of Mental Measurements.


Watson, T. S., & Wickstrom, K. (2007). [Review of the
Behavior Assessment System for Children, Second Edition]. In Geisinger, K. F., Spies, R. A., Carlson, J. F., & Plake, B. S. (Eds.),
The seventeenth mental measurements yearbook
. Lincoln, NE: Buros Institute of Mental Measurements.
New scale and item content
Functional communication, activities of daily living, and adaptability (TRS/PRS)
Attention problems and hyperactivity (SRP)
Consistency index and L index (Validity)
Content scales for differential diagnoses (ex. emotional self-control)
Improved normative samples/psychometric properties
New SRP item-response format
True/False Mixed Response
Never/Sometimes/Often/Almost Always
Helpful for assessing severity (ex. anxiety)
New software/interpretive reports
Expanded Spanish-language forms
Expanded age ranges
Up to age 21 for students in secondary programs
Up to ages 18-25 for students in postsecondary programs
Additional product offerings
General Sample
2001 U.S. Census
Sex
Socioeconomic Status
Race/Ethnicity
Geographic Region
Special Education/Gifted Classification
Initial norming group included Spanish speaking individuals, but no distinct norms for these individuals have been established
Clinical Sample
Ages 4-18
Parents identified them with one or more emotional, behavioral, or physical problems
Weaknesses
Inattention
Parent/Teacher Bias
Motivation
Inability to Understand Content
Behavior Patterns: TRS, PRS, & SOS
Teacher and parent separately rate child's behavior.
Takes 10-20 minutes
16 Scales (Adaptability, Atypicality, Hyperactivity, Somatization, etc.)
Both are grouped to measure 5 composite scales:
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Adaptive Skills
SOS
Clinician observes student at school and codes behavior for 3-seconds at the end of 30-second intervals throughout a 15-minute period.
Clinician then calculates overall behavior frequency and intensity.
65 specific behaviors grouped in 13 categories (response to teacher, peer interaction, inattention, aggression, etc.)
Emotions & Feelings: SRP
Child gives report of personality.
Takes approximately 30 minutes.
T/F & Likert-Type Scales
Clinical (Problem) Scales
Anxiety, Attention Problems, Atypicality, Depression, Locus of Control, Sensation Seeking, etc.
Adaptive Scales
Interpersonal Relations, Relations with Parents, Self-Esteem, & Self-Reliance
Composite Scales
School Problems, Internalizing Problems, Inattention/Hyperactivity, Personal Adjustment, & Emotional Symptoms Index
ADAPTIVE SCALES CLINICAL SCALES T-SCORE RANGE
Very High Clinically Significant 70 and above
High At-Risk 60-69
Average Average 41-59
At-Risk Low 31-40
Clinically Significant Very Low 30 and below
Methods of Scoring
Considerations in Administration & Communicating Results
Establish rapport with parent and child before administering
Especially true with child as child is most likely not seeking help of own volition
Minimize potential for misuse
Communicate what the BASC-2 measures and what it does not measure
Always accompany scores with interpretations and limitations
Communicate to both adult and child
Essential to establishing and maintaining trust with child
Use Parent Feedback Report
A general overview of the assessment process
Basic descriptions of scales
Obtained scores on TRS, PRS, and SRP
The BASC-2 is appropriate for use in
Identifying behavior problems
Assessing likelihood for clinical diagnoses (DSM-IV-TR)
ADHD, CD, ODD, Depression, PDD (ASD)
Individuals with Disabilities Education Act (IDEA)
Identifying strength
Helpful in establishing therapeutic interventions
Clinical research
Treatment Progress

However, the manual recommends
never
using the BASC-2 as the sole method of establishing a conclusive result for any purpose
The BASC-2 Comprehensive System
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