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  • 1. BASC (Behavior Assessment System for Children)- II (2004) Developed by Cecil Reynolds and Randy Kamphaus
  • 2. Description
    • Ages of children : 2-21
    • Number of items : 100-139 items depending on the age level
    • Respondents : teacher, parents (10-20 min.); student/self assessment (30 min.)
  • 3. Publisher info. And cost
    • Pearson Assessment
    • 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 
    • Hand scored set : $617.00
  • 4. Scale format and item description
    • M easures factors and conditions connected to both IDEA and DSM-IV classifications.
  • 5.  
  • 6.  
  • 7. Scoring Protocol
    • 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) .
    • T score(s) are converted using the table found on the Feedback Report (see example on the next slide).
  • 8. Recording Feedback Report (Example) DEPRESSION ANXIETY
    • Indicates problematic levels of depression; child may display or complain of:
    • Sadness
    • Being overwhelmed
    Indicates typical levels of depression displayed by the average child of this age 59
    • Indicates problematic levels of anxiety, child may display
    • Nervousness
    • Irrational fears
    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
  • 9. Completing the summary chart (example continued)
    • 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).
    • 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.
    • 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) .
    • Shaded areas indicate possible problem areas.
  • 10. Diagnostic, programming, and evaluation benefits
    • Provides an extensive view of adaptive and maladaptive behavior across settings .
    • Norm s based on current U.S. Census population characteristics
  • 11. Reliability
    • When Sample controlled for
    • Age Yes
    • Gender Yes
    • Race Yes
    • Geographic region Yes
    • SES/parent education Yes (for Parent Rating Scales)
    • Community size No
    • Special populations included Yes
    • Internal consistency
    • TRS
    • Scales: high .70s to low .90s
    • Composites: low to mid .90s
    • PRS
    • Scales: .70s and .80s
    • Composites: high .80s to low .90s
    • SRP
    • Scales: .70s and .80s
    • Composites: high .80s to mid .90s
    • Test - Retest
    • TRS
    • Scales: most in high .70s to low .90s
    • Composites: high .80s to mid .90s
    • PRS
    • Scales: most in .70s to low .90s
    • Composites: .70s to low .90s
    • SRP
    • Scales: most in .70s and .80s
    • Composites: high .70s to mid .80s
    • Interrater
    • TRS
    • Preschool: varied (.30s to .80s)
    • Child: most in .50s to .80s (median = .71)
    • PRS
    • Preschool: .30s to .60s
    • Child and Adolescent: .50s to .70s
  • 12. Validity
    • Intercorrelations
    • Structure of scales and composites was based on factor analyses of items and of scales.
    • Content
    • Item content came from teachers, parents, and children; psychologists; and reference sources such as DSM and other instruments.
    • Concurrent
    • Groups of children with preexisting clinical diagnoses tend to show distinct BASC profiles.
  • 13. Strengths
    • Provides multi-rater assessments for conducting a comprehensive assessment .
    • Ideally suited for use in identifying behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs .
    • Norms based on current U.S. Census population characteristics
  • 14. Weakness
    • Many items
    • Expensive
    • Only English and Spanish versions available
  • 15. Conclusion
    • 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.