1. 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

2. Overview History Purpose and Population
Multimethod and Multidimensional Aspects
Administering and Scoring
Case Study
Usage
Psychometric Principles
Cultural Relevance
Strengths and Weaknesses
Extended Learning

3. 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.

4. 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)

5. Multimethod: The Key To Measuring Behavior

6. 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

7. 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

8. 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

9. Multidimensional: Scales

10. Administering the Self-Report, TRS, and PRS
Check
Complete Form
Establish Rapport and Give Instructions
Select a Rater: Client, Parent,
and/or Teacher

11. Scoring the TRS, PRS, and Self-Report Form

12. Samson
Case Study with Voice Overture

13. Samson's Father
and
Samson's Teacher

14. Counseling
and
Assessment

15. 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

16. 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

17. 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

18. 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

19. 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

20. Psychometric Principles
Norms
Reliability
Validity

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

22. 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

23. Q & A
If you have questions, please post those to the discussion board. Feel free to respond to any questions posted as well.

24. 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,
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,