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 Additional Scales Standardization Sample Greater Similarity of Items TRS length reduction Content Scales And more! Cecil R. Reynolds, Ph.D. R.W. Kamphaus, Ph.D.

Purpose and Population Purpose: To evaluate various aspects of behavior and self-perception 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

Samson Case Study with Voice Overture

Samson's Father and Samson's Teacher

Counseling and Assessment

Samson Scale Teacher T-score Teacher %tile F-scale Acceptable 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* Atypical 46 48 Withdrawal 66+ 92

Samson 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

Samson Clinical Scale Teacher T-score Teacher %tile F-scale Caution Composite Externalizing 71* 96 Internalizing 66+ 93 School Problems 74* 98 Behavioral Symptom Index 78* Adaptive Skills 33+ 53 * Clinically significant; + At Risk

Samson Clinical Scale Father T-score Father %tile F-scale Acceptable Composite Externalizing 73* 97 Internalizing 59+ 84 Behavioral Symptom Index 78* 98 Adaptive Skills 30* 3 Mr. … and the teacher completed the appropriate versions of the BASC-2. The score represent the observations of the father and teacher. On the BASC-2 for Parents. Mr…’s score on the F-scale indicates that he is not overly negative or posotive in his response range. Overall, he reported clinically significant levels of both internalizing and externalizing behavior. Within the internalizing domain, he reported significant concerns about anxiety, depression, and soatization. Within the externalizing, he reported concerns about hyperactivity, aggression, and conduct problems. Additionally, he reported significant levels of problems related to social skills, adaptability, functional communication, and activities of daily living. * Clinically significant; + At Risk

Threefold Usage differential diagnosis BASC-2 Usage Purpose: Designed "to facilitate the differential diagnosis and educational classification of a variety of emotional and behavioral disorders of children and to aid in the design of treatment plans." educational classification treatment plans

Psychometric Principles Norms Reliability Validity

Cultural Relevance Standardization sample closely matches the 2001 U.S. Census data Spanish Version

Strengths and Weaknesses Limited psychopathology and personality domains Structure Limited validity information about applicability with preschoolers Strengths Integrative approach Comprehensive portrayal of child’s strengths and weaknesses 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.