Cheryl Neithercott Assessmenty Representative Larry Hanken, Ph.D. National Consultant Director, University Alliance Program Behavioral and Emotional Screening System a Tier I Solution

Some of our Pearson Products Pearson Assessments, AGS, PsychCorp Wechsler Family WAIS. WISC, WPPSI, etc WAIS. WISC, WPPSI, etc. AIMSweb DAS II

BASC-2 Behavioral and Emotional Screening System Authors Cecil R. Reynolds, Ph.D. Distinguished Research Scientist and Professor Texas A & M University Randy Kamphaus, Ph.D. Dean, College of Education Georgia State University

History of the BASC ► Published in 1992 as a multi-method, multidimensional tool, and includes: ● Teacher Rating Scales (TRS) ● Parent Rating Scales (PRS) ● Self-Report of Personality (SRP) ● Student Observation System (SOS) ● Structured Developmental History (SDH) ● BASC Monitor for ADHD ► Backed by an extensive research base ● Over 150 dissertations, presentations, articles, or providing quality information to clinicians

BASC-2 BASC-2 What: Multi-method, multi-dimensional, evaluation of behavior and self-perceptions of children Why: ► To facilitate differential diagnosis an educational classification of emotional and behavior disorders of children ► To aid in the design of a treatment plan ► Provide a triangulated view of problems ► Tied to DSM IV and IDEA

BASC-2: Another Perspective

Product Family BASC-2 TRS, PRS, SRP System Tools SDH Structured Developmental History SOS Student Observation System POP Portable Observation Program PRQ Parent Relationship Questionnaire BESS Behavioral and Emotional Screening System Coming Soon Intervention Guide Practitioner Guide Parent Tip Sheets Progress Monitoring Tools

BESS Overview Teacher Form Preschool (Ages 3-5) Child/Adolescent (Grades 5-12) Parent Form Preschool (Ages 3-5) Child/Adolescent (Grades K-12) Student Form Child/Adolescent (Grades 3-12) BASC-2 Behavioral and Emotional Screening System

Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 10 Universal Behavior Screening: Rationale ► Identifying problems early allows for prevention & intervention ► Negative impact of problems can be minimized ► In the U.S., only 15-20% of children with emotional/behavioral problems receive mental health services (Ringel & Sturm, 2001)

Universal Behavior Screening: Rationale ► Screeners typically administered through primary care settings ► Many children, miss the opportunity for early identification and intervention (Pagano et al., 2000). ► Screening is frequently focused on one disorder to the exclusion of others This approach that neglects large numbers of children who have problems other than the target condition (August et al., 1992; Taylor et al., 2000; Matthey & Petrovski, 2002).

Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 12 Universal Behavior Screening: Rationale ► Research supports strong link between behavior/emotions and academic performance ► Schools screen for vision, hearing, and academic achievement ► However, Behavior/Emotional screening occurs in less than 2% of districts across the U.S.

15 to 20% of students self refer ? What about the rest?

This is going to change the way we do referrals Now we are going to create the referrals

Purpose ► To provide a standardized, efficient, and effective way to determine behavioral and emotional strengths and weaknesses in children and adolescents in preschool through high school ► Use to promote student success ● Behavioral and emotional problems can result in academic problems, and problems with developing and maintaining positive relationships with others ● When caught early, these problems can be corrected before negatively impacting a child or adolescent

Features ► Single score: The Total score is a reliable and accurate predictor of academic, behavioral, and emotional problems ► Validity indexes: Used to examine quality of responses ► Length: 25 to 30 items, can be completed in about 5 minutes ► Spanish versions: Parent and Student Forms ► Scoring: By hand or computer ● Software includes scanning, individual, and group-level reports

Features cont’ ► Easy to read: ● About 6 th grade for Parent Form; about 2 nd grade for Student Form ► Administration: ● Requires no special training ► Items: ● Represents both problems (externalizing, internalizing, and school) and strengths (adaptive skills) ● Mix of positively & negatively worded items ► Norms: ● Samples closely matched to U.S. population

RTI: Three Tier Model Primary instruction, early screening for all students. Additional interventions and/or monitoring for identified “At Risk” students Classroom/individual interventions, diagnostic testing, progress monitoring, evaluate and revise interventions/curriculum Continue progress monitoring, revising interventions, additional diagnostic assessment. May include Special Education referral/placement Schema adapted from Michelle Windmueller I II III 80% 15% 5%

System for Managing Behavioral and Emotional Problems

Stage 1 ► Systematic, group-wide assessment: minimize those that might “fall through the cracks” ► To standardize the behavioral/emotional referral process ► Used to summarize status of groups (e.g., schools) System for Managing Behavioral and Emotional Problems

Stage 2 ► Focused behavioral/emotional assessment using BASC-2 rating scales ► Plan interventions based on behavioral/ emotional needs; adjust as needed System for Managing Behavioral and Emotional Problems

Stage 3 ► Conduct comprehensive, diagnostic assessment that includes BASC-2 results along with other instruments ► May lead to a placement decision or a differential diagnosis

Scoring and Interpretation ► For each form, items summed to get Total Score ● High score reflects more problems ► Raw Scores, T Scores (M=50, SD=10), Percentiles ► Combined and separate-sex norms available ● Combined norms and/or retain sex differences ● Separate-sex norms remove sex differences ► Risk Level for Behavioral and Emotional Problems ● 20 to 60: “Normal” level of risk ● 61 to 70: “Elevated” level of risk ● 71 or higher: Extremely Elevated level of risk

Using the BASC-2 BESS Who to assess? ► Focus on transitional years ► Schools/grades with unusually high number of behavioral/emotional problems ► Students entering the school system ► Students who are already completing group tests (e.g., state-wide achievement tests)

Using the BASC-2 BESS Forms: Can be used individually or in combination ► Teacher: (two forms): PK and Grades K-12 ► Parent: (two forms): PK and Grades K-12 ● English and Spanish ► Student (one form): Grades 3-12 ● English and Spanish

Using the BASC-2 BESS How to choose a rater? ► Teachers with a month of daily contact or 6-8 weeks of several days a week contact ► Parent who has most opportunity to observe child’s behavior; both parents may be desirable

Using the BASC-2 BESS Is parental consent needed? ► All users will need to consult their own policies, and local/state/federal regs ► Best practice recommendations have suggested obtaining informed consent whenever possible

Using the BASC-2 BESS ► BASC-2 BESS may help to reduce the problem of over-referral of boys for SPED placement ► When using the Combined norms: ● Teacher Form: about 10% of girls vs. about 20% of boys elevated ● Parent Form: about 10% of girls vs. about 15% of boys elevated ● Student Form: about 14% of both girls and boys elevated ► How does this help the problem? ● Current SPED placement rate estimates of 2:1 to 3:1 (boys to girls); thus, BESS scores may reduce this discrepancy

Pre-School: Ages 3-5 Teacher Form 25 Items 1. Pays attention 2. Disrupts the play of other children 3. Is easily upset 4. Hits other children 5. Politely asks for help …………………………………………………………… Listens to direction 21. Gets very upset when things are lost.

Child-Adolescent: Age 5-21 Parent Form 30 Items 4. Breaks the rules 5. Tries to bring out the best in other people 6. Acts out of control 7. Seems lonely ………………………………………………………………… Worries 26. Loses temper too easily

Child-Adolescent: Age 5-21 Student Report 30 Items 1. I am good at making decisions 2. I talk while other people are talking 3. I worry but I don’t know why ………………………………………………………… I hate school 18. My parents listen to what I say 19. Teachers are unfair

Development ► Based on BASC-2 Standardization study ► Items were selected to maximize the number of BASC-2 scales represented on each form ● Items that represent Externalizing Problems, Internalizing Problems, School Problems, and Adaptive Skills

Norms Development ► Total Sample Size = 12,350 ► Combined- and separate-sex norms offered for following age groups: 3, 4-5, 5-9 (8-9 for Student form), 10-14, ► Samples matched to U.S. population estimates for race, region, SES (mother’s educational level) ► Overall, a large and highly representative sample

Reliability High Levels of reliability on all forms ► Split-half estimates range from.90 to.96 across forms and age levels ► Test-retest estimates range from.80 to.91 ► Inter-rater estimates range from.71 to.83

Validity ► Studies comparing Total Score to general and specific instruments measuring behavioral and emotional problems ► Studies showing how well the BASC-2 BESS can predict behavioral and emotional problems ► Studies demonstrating relationship between Total Score and academic performance up to 4 years after the initial BASC-2 BESS ratings

BSI (Behavioral Symptoms Index) and (ESI Emotional Symptoms Index) BSI ► Hyperactivity ► Aggression ► Depression ► Attention Problems ► Typicality ► Withdrawal ESI ► Social Stress ► Anxiety ► Depression ► Sense of Inadequacy ► Self Esteem ► Self Reliance

Relationship to the BASC-2 Rating Scales ► TRS Behavioral Symptoms Index with Teacher Form Total Score ● Preschool: r =.94 ● Child/Adolescent: r =.90 ► PRS Behavioral Symptoms Index with Parent Form Total Score ● Preschool: r =.90 ● Child/Adolescent: r =.90 ► SRP Emotional Symptoms Index with Student Form Total Score ● Child/Adolescent: r =.86

Predicting Behavioral and Emotional Problems ► Effective screening tools must be able to predict the presence and absence of a problem ► Common metrics used to evaluate this are Sensitivity and Positive Predictive Value (PPV) ► One common minimum threshold used is.50

Predicting Behavioral and Emotional Problems ► Sensitivity: ● Likelihood of the predictor giving a positive test result when the condition is truly present. ● Shows cases the predictor identified that were later shown to have the problem (e.g.,.80 means the predictor identified 80% of the cases with a problem)

Predicting Behavioral and Emotional Problems ► Positive Predictive Value (PPV): ● Proportion of positive results on the predictor that truly have the condition ● Shows number of cases the predictor indicated having a problem compared to those that later shown to actually have the problem (e.g.,.50 means that 50% of the cases the predictor identified were later shown to have a problem)

Predicting Behavioral and Emotional Problems ► Sensitivity/PPV Example: ● Predictor test identified 150 problem cases ● The outcome identified 100 problem cases, 75 of which the predictor correctly identified, for a sensitivity of 75/100=.75 ● The predictor identified 150 problem cases, 75 of which also had a problem outcome, for a PPV of 75/150 =.50 ► One common minimum threshold used is.50

Predicting Behavioral and Emotional Problems TRS Scale Age Level SENSPPV BSIP.82 CA EXTP CA INTP CA Comparison of TRS with BESS Teacher Form ► TRS scale score 60+ ► BESS Total Score 61+ (Values.50 or above are shaded and considered desirable)

Predicting Behavioral and Emotional Problems Comparison of PRS with BESS Parent Form ► PRS scale score 60+ ► BESS Total Score 61+ (Values.50 or above are shaded and considered desirable) PRS Scale Age Level SENSPPV BSIP CA EXTP CA INTP CA.53.50

Predicting Behavioral and Emotional Problems Comparison of SRP with BESS Student Form ► SRP scale score 60+ ► BESS Total Score 61+ (Values.50 or above are shaded and considered desirable) SRP ScaleSENSPPV ESI INT INATN/HYP.55.66

Summary of Validity Evidence ► Strongly related to BASC-2 TRS, PRS, and SRP results ► Teacher and Parent forms can Effectively identify children with externalizing problems ► Student form can effectively identify internalizing problems ► Teacher, Parent, and Student forms have been shown to predict academic success, for up to 4 years from behavior rating

Predicting Academic Success Longitudinal study using BASC-2 standardization participants up to 4 years from collection of behavioral ratings

Features ► Single Total Score: Is a reliable and accurate predictor of academic, behavioral, and emotional problems ► Validity indexes: Examine quality of responses ► Brief forms: 25 to 30 items (about 5 minutes) ► Spanish versions: Parent and Student Forms ► Software: Scanning for individuals and groups ► Easy to read: ● 6 th grade level for Parent Form ● 2 nd grade level for Student Form

Predicting Academic Success OutcomeNAt Time of Testing 2 Years Out 4 Years Out Reading (ns)-.26 (ns)-.20 (ns) Math (ns) GPA Student Form

Summary of Validity Evidence ► Strongly related to BASC-2 TRS, PRS, and SRP results ► Teacher and Parent forms can effectively identify children with externalizing problems ► Student form can effectively identify internalizing problems ► Teacher, Parent, and Student forms have been shown to predict academic success, for up to 4 years from behavior rating

Validity Scales ► F-Index ● Teacher and Parent Form ♦ Portray child highly negative ► Consistency Index ● Teacher, Parent and Student Forms ● Different answers on similar items ► Pattern Response Index ● Teacher, Parent, and Student Form ● N-N-N-N-N-N or N-S-O-A-N-S-O-A

Common Questions and Answers Can I use the BESS to replace the TRS, PRS, and SRP? ► NO : The BASC-2 BESS offers a single, Total Score that, while having strong statistical properties, does not offer the breadth of information that is needed for making a differential diagnosis

Common Questions and Answers Can I use the BESS to monitor progress? ► Perhaps, but in limited situations ● The BESS may be helpful in tracking overall behavioral and emotional trends within a school or other large population ● The BESS is not as useful for measuring the effects of specific interventions that a child may have gone through, ● Ideal for a screener rather than many items measuring a specific type of behavioral/ emotional problem

ASSIST Software Scoring & Reporting

ASSIST Reports (Computer Scoring) ► Individual ● Score Summary ● Tracking ► Group ● Score Summary ● Tracking ● Roster

Individual Reports ► A single report from multiple forms completed during the same time period ► Progress report option that spans across form levels (teacher and parent) ► Reports provide results from validity indexes and Total Score, along with classification rating for Risk Level for Behavioral or Emotional Problems

Teacher

Parent

Student

District: 82.5% Normal 15% Elevated 2.5% Ex. Elevated

Individual School Summaries

Risk Level Students Validity

Group: Roster Report Can sort by level Extremely Elevated Normal

Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 73 Parent Relationship Questionnaire A questionnaire completed by a parent or caregiver that provides information on: ► Parenting style ► Parenting confidence ► Stress ► Satisfaction with the child’s school

Parent Relationship Questionnaire ► Multiple dimensions relevant to the development of strong and healthy parent-child relationships ► Normative sample (4,700) matched to U.S. Census for males and females ► Items written at a third grade level ► CD administration if appropriate ► Multiple validity indexes ► Hand scored, computer entry, scannable ► Computer report with longitudinal tracking

Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 75 Parent Relationship Questionnaire ► Two levels ● Preschool: ages 2.5 – 5 ♦ 45 Items ● Child/Adolescent: ages 6 – 71 ♦ 71 Items ► Scoring results reported in: ● Linear T-Scores ● Percentiles

Questionnaire Scales ► Attachment ► Communication ► Discipline Practices ► Involvement ► Parenting ► Satisfaction With School ► Relational Frustration

Questionnaire Scales Attachment The affective, cognitive, and behavioral relationship 2…I know when my child will become upset 5…I enjoy spending time with my child 8…I know what my child is thinking

Questionnaire Scales Communication The quality of information exchanged and listening skills promoting trust 13…My child tells me about his or her day 19…My child tell me about activities at school 21…I listen to what my child has to say

Questionnaire Scales Discipline Practices Consistency and willingness to control behavior. Assumption that discipline is good (new definition) 6…Children should do what parents tell them to do 12...It is important for a child to follow family rules 17..I punish my child if he or she talks back to an adult

Questionnaire Scales Involvement Parent child participation in common activities and parent knowledge about those activities 25…I teach my child how to play new games 33…My child and I do projects together 44…My child and I go on outings together

Questionnaire Scales Parenting Confidence The comfort, control, and confidence in making parenting decisions and process 55…I make good parenting decisions 62…May child and I agree on most things 66…I am confident in my parenting ability

Questionnaire Scales Satisfaction with School Parent’s belief that the school is meeting their child’s needs 3…My child is getting a good education 10..My child's school meets his or her emotional needs 16..My child’s school seems to spend its money wisely

Questionnaire Scales Relational Frustration The stress the parent experiences relating to the behavior and affect of the child 35…I lose my patience with My child 39…My child and I get into arguments 45…My child is hard for me to handle

Architext ► Windows base software for: ● Functional Behavioral Analysis ● Behavioral Intervention Plans ● Manifestation Determinations ► Efficient & consistence method to: ● Identifying problems behaviors ● Determining understanding consequences ● Determine function of behavior ● Develop interventions ● Monitor intervention progress

Pick a number between 1 and 77 Write it down!

11

Thank You for Your Participation