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  1. 1. BASC (Behavior Assessment System for Children)- II (2004) Developed by Cecil Reynolds and Randy Kamphaus
  2. 2. Description <ul><li>Ages of children : 2-21 </li></ul><ul><li>Number of items : 100-139 items depending on the age level </li></ul><ul><li>Respondents : teacher, parents (10-20 min.); student/self assessment (30 min.) </li></ul>
  3. 3. Publisher info. And cost <ul><li>Pearson Assessment </li></ul><ul><li>BASC-2 ASSIST Starter Set, English/Spanish Manual, ASSIST software (for computer scoring) , one pkg. (25) of each English and Spanish computer-entry form of TRS (Teacher Rating Scale) , PRS (Parents Rating Scale) , SRP (Self- Report of Personality) and SDH (Structured Developmental History – for parents) , SOS (Student Behavior System – to find out behavior patterns) and Parent Feedback Reports : $650.00  </li></ul><ul><li>Hand scored set : $617.00 </li></ul><ul><li> </li></ul>
  4. 4. Scale format and item description <ul><li>M easures factors and conditions connected to both IDEA and DSM-IV classifications. </li></ul>
  5. 7. Scoring Protocol <ul><li>Behaviors are scored as: N ever , O ften , S ometimes , and A lmost always. These responses correspond to 0, 1, 2, and 3 quantitative scores. Adding the points for a particular scale yields a raw score, which can then be converted to a normative score (t-score, and the percentile rank) . </li></ul><ul><li>T score(s) are converted using the table found on the Feedback Report (see example on the next slide). </li></ul>
  6. 8. Recording Feedback Report (Example) DEPRESSION ANXIETY <ul><li>Indicates problematic levels of depression; child may display or complain of: </li></ul><ul><li>Sadness </li></ul><ul><li>Being overwhelmed </li></ul>Indicates typical levels of depression displayed by the average child of this age 59 <ul><li>Indicates problematic levels of anxiety, child may display </li></ul><ul><li>Nervousness </li></ul><ul><li>Irrational fears </li></ul>Indicates typical levels of anxiety displayed by the average child of this age 52 CLINICAL SCALES HIGH (Score: 60 or Higher) score LOW/AVERAGE (Score: 20-59) score
  7. 9. Completing the summary chart (example continued) <ul><li>Using the same T scores as in the summary table , plot the T score(s) obtained for each scale on the appropriate point(s) of the chart found on the Feedback Report (see chart below). </li></ul><ul><li>Repeat this process for each of the scale scores. When you encounter a scale that does not appear on the form you are using, simply do not record a value for that scale. </li></ul><ul><li>If you are plotting multiple ratings (e.g., ratings from two teachers), it may be helpful to use different I nk colors to show the different ratings. You may also use this process to plot scores from more than one norm group (e.g. General/Clinical) . </li></ul><ul><li>Shaded areas indicate possible problem areas. </li></ul>
  8. 10. Diagnostic, programming, and evaluation benefits <ul><li>Provides an extensive view of adaptive and maladaptive behavior across settings . </li></ul><ul><li>Norm s based on current U.S. Census population characteristics </li></ul>
  9. 11. Reliability <ul><li>When Sample controlled for </li></ul><ul><li>Age Yes </li></ul><ul><li>Gender Yes </li></ul><ul><li>Race Yes </li></ul><ul><li>Geographic region Yes </li></ul><ul><li>SES/parent education Yes (for Parent Rating Scales) </li></ul><ul><li>Community size No </li></ul><ul><li>Special populations included Yes </li></ul><ul><li>Internal consistency </li></ul><ul><li>TRS </li></ul><ul><li>Scales: high .70s to low .90s </li></ul><ul><li>Composites: low to mid .90s </li></ul><ul><li>PRS </li></ul><ul><li>Scales: .70s and .80s </li></ul><ul><li>Composites: high .80s to low .90s </li></ul><ul><li>SRP </li></ul><ul><li>Scales: .70s and .80s </li></ul><ul><li>Composites: high .80s to mid .90s </li></ul><ul><li>Test - Retest </li></ul><ul><li>TRS </li></ul><ul><li>Scales: most in high .70s to low .90s </li></ul><ul><li>Composites: high .80s to mid .90s </li></ul><ul><li>PRS </li></ul><ul><li>Scales: most in .70s to low .90s </li></ul><ul><li>Composites: .70s to low .90s </li></ul><ul><li>SRP </li></ul><ul><li>Scales: most in .70s and .80s </li></ul><ul><li>Composites: high .70s to mid .80s </li></ul><ul><li>Interrater </li></ul><ul><li>TRS </li></ul><ul><li>Preschool: varied (.30s to .80s) </li></ul><ul><li>Child: most in .50s to .80s (median = .71) </li></ul><ul><li>PRS </li></ul><ul><li>Preschool: .30s to .60s </li></ul><ul><li>Child and Adolescent: .50s to .70s </li></ul>
  10. 12. Validity <ul><li>Intercorrelations </li></ul><ul><li>Structure of scales and composites was based on factor analyses of items and of scales. </li></ul><ul><li>Content </li></ul><ul><li>Item content came from teachers, parents, and children; psychologists; and reference sources such as DSM and other instruments. </li></ul><ul><li>Concurrent </li></ul><ul><li>Groups of children with preexisting clinical diagnoses tend to show distinct BASC profiles. </li></ul>
  11. 13. Strengths <ul><li>Provides multi-rater assessments for conducting a comprehensive assessment . </li></ul><ul><li>Ideally suited for use in identifying behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs . </li></ul><ul><li>Norms based on current U.S. Census population characteristics </li></ul>
  12. 14. Weakness <ul><li>Many items </li></ul><ul><li>Expensive </li></ul><ul><li>Only English and Spanish versions available </li></ul>
  13. 15. Conclusion <ul><li>BASC has been used in school and clinical settings over a decade. It is relatively easy to use and provides a comprehensive view of a child’s behaviors across settings. </li></ul>
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