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Introduction
Jaime
Kat
Melissa
All
Melissa
Jaime
Description
of
Test
Purpose
&
Use
Scales,
Scores,
Theory
Overview of Test
Overview
of
Test
* Evaluates
the
behaviour
and
self-perceptions
of
children
and
young
adults
ages
2
through
25
years
* Multimethod
5
components
for
individual
or
combined
use:
1.
2.
3.
4.
5.
Overview
of
Test
* Triangulated
View
of
childs
behavioural
problems:
1. Examines
behaviour
in
multiple
settings
2. Evaluates
childs
emotions,
personality,
and
perceptions
of
self
3. Provides
important
background
information
for
educational
decisions
or
diagnosis.
* Uses of BASC-2:
Clinical
Diagnosis
Educational
Classication
Manifestation
Determination
Assessment
of
Individuals
with
Limitations
of
Vision
and
Hearing
* Program
Evaluation
* Forensic
Evaluation
* Research
*
*
*
*
Organization
of
Test
Teacher
Rating
Scales
Teacher
Rating
Scales
* Measures
adaptive
and
problem
behaviours
in
classroom
* 3
forms
preschool
(ages
2-5);
child
(ages
6-11);
and
adolescent
(ages
12-21)
* 4
point
scale
(Never
to
Almost
Always)
* 10-15
minutes
to
complete
* Broad
domains
Externalizing
problems,
Internalizing
problems,
School
problems,
Adaptive
Skills
* Behavioral
Symptoms
Index
general
problem
factor
* Optional
Content
Scales
* 3
Validity
scales
7
Overview
of
Test
Parent
Rating
Scales
Parent
Rating
Scales
* Same
4
choice
response
format
as
TRS
* Same
age
ranges
as
TRS
(preschool,
child,
adolescent)
* 10-20
minutes
to
complete
* Written
at
4th
grade
reading
level
* Has
Activities
of
Daily
Living
scale
* Does
not
measure
School
Problems
Composite
or
Learning
Problems
and
Study
Skills
* 3
Validity
scales
8
C
6-11
A
12-21
Parent
Scales
P
2-5
C
6-11
Teacher Scales
A
12-21
PRIMARY
SCALE
Adaptability
Parent Scales
P
2-5
C
6-11
A
12-21
P
2-5
C
6-11
A
12-21
COMPOSITE
*
Adaptive Skills
Aggression
Externalizing Problems
Anxiety
Internalizing Problems
Attention Problems
School Problems
Atypicality
Conduct Problems
Teacher Scales
Parent Scales
P
2-5
C
6-11
A
12-21
P
2-5
C
6-11
A
12-21
Anger Control
Bullying
Depression
Functional Communication
CONTENT SCALE
Hyperactivity
Leadership
Learning Problems
Social Skills
Developmental
Social
Disorders
Somatization
Emotional Self-Control
Executive Functioning
Negative Emotionality
Resiliency
100
139
139
134
160
150
Study
Skills
Withdrawal
*
9
Externalizing
Problems
Internalizing
Problems
TRS-P
Hyperactivity
Aggression
Anxiety
Depression
Somatization
TRS-C
Hyperactivity
Aggression
Conduct
Problems
Anxiety
Depression
Somatization
TRS-A
Hyperactivity
Aggression
Conduct
Problems
PRS-P
PRS-C
PRS-A
School
Problems
Behavioral
Symptoms
Index
Adaptive Skills
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
Adaptability
Social
Skills
Functional
Communication
Learning
Problems,
Attention
Problems
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
Anxiety
Depression
Somatization
Attention
Problems,
Learning
Problems
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
Hyperactivity
Aggression
Anxiety
Depression
Somatization
--
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
Hyperactivity
Aggression
Conduct
Problems
Anxiety
Depression
Somatization
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
Hyperactivity
Aggression
Conduct
Problems
Anxiety
Depression
Somatization
Hyperactivity,
Aggression
Depression
,
Attention
Problems,
Atypicality,
Withdrawal
--
--
--
10
Organization
of
Test:
Self
Report
of
Personality
Scale
True
False
and
4
point
scale
answers
20-30
minutes
to
complete
Written
at
3rd
grade
reading
level
Three
age
levels
child
(ages
8-11),
adolescent
(ages
12-21),
young
adults
attending
postsecondary
school
(ages
18-25)
* Additional
Inattention/Hyperactivity
and
Personal
Adjustment
composite
score
* Emotional
Symptoms
Index
instead
of
Behavioral
Symptoms
Index
* Optional
Content
Scales
*
*
*
*
11
SELF
REPORT
C
8-11
A
12-21
COL
18-25
SCALE
PRIMARY
SCALE
Alcohol
Abuse
SELF
REPORT
C
8-11
A
12-21
COL
18-25
Anxiety
COMPOSITE
Attention Problems
Attitude to School
Inattention/Hyperactivity
Attitude to Teachers
Internalizing Problems
Atypicality
Personal Adjustment
Depression
School Problems
Hyperactivity
Interpersonal Relations
Locus of Control
School
Adjustment
*
Self-Reliance
Sensation
Seeking
Sense
of
Inadequacy
Social Stress
SELF
REPORT
C
8-11
A
12-21
COL
18-25
Anger Control
Ego Strength
Mania
Test Anxiety
176
185
CONTENT SCALE
Self-Esteem
Somatization
SCALE
139
School Problems
Internalizing
Problems
Inattention/
Hyperactivity
Emotional
Symptoms
Index
Personal Adjustment
SRP-C
Attitude
to
School
Attitude
to
Teachers
Atypicality
Locus
of
Control
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Attention
Problems
Hyperactivity
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Self-Esteem
Self-Reliance
SRP-A
Attitude
to
School
Attitude
to
Teachers
Sensation
Seeking
Atypicality
Locus
of
Control
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Somatization
Attention
Problems
Hyperactivity
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Self-Esteem
Self-Reliance
Atypicality
Locus
of
Control
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Somatization
Attention
Problems
Hyperactivity
Social
Stress
Anxiety
Depression
Sense
of
Inadequacy
Self-Esteem
Self-Reliance
SRP-COL
--
13
Organization
of
Test:
Score
Classications
* T
scores,
Percentiles,
90%
Condence
Intervals
* T
scores
not
normalized
Classications:
1. At
Risk:
* between
1-2
SD
from
mean
* signicant
problems
that,
while
requiring
treatment,
may
not
be
severe
enough
to
warrant
diagnosis
monitor
carefully
2. Clinically
Signicant:
* 2
SD
or
more
from
mean
* high
level
of
maladaptive
behaviour
or
absence
of
adaptive
behaviour
14
Organization
of
Test:
Score
Classications
CLASSIFICATION
Adaptive
Scales
Clinical Scales
T-Score Range
Very High
Clinically Signicant
70 and above
High
At-Risk
60-69
Average
Average
41-59
At-Risk
Low
31-40
Clinically Signicant
Very Low
30 and below
15
BASC-2: Administration
BASC-2:
Scoring
* Items
are
scored
either
by
paper
and
pencil
or
scoring
software
* For
paper/pencil
the
inner
page
contains
scores
as
well
as
tables
and
graphic
proles
* Scaled
scores
and
composite
scores
(T
scores
and
percentiles)
* Sum
item
scores
->
compute
raw
scores
->
compute
composite
scores
->
identify
high/low
scale
scores
->
compare
composite
scores
->
complete
summary
table
and
chart
* Variety
of
norm
samples
for
comparison
included
* General
samples
(male
or
female
or
combined)
* Clinical
Samples
(male
or
female
or
combined)
* Learning
disability
and
ADHD
specic
norms
BASC-2:
Interpretation
* The
nature
of
BASC-2
requires
a
detailed
look
at
the
results
prole
to
determine
if
they
are
in
any
way
compromised
* Results
may
be
skewed
due
to
non-cooperativeness,
positive/negative
response
sets,
reading
problems
etc.
* Validity
*
Criterion-
Concurrent
* Construct-
Convergent
and
Discriminant
* Content
Validity
Indices
Index
Description
F Index
L Index
V Index
Response
Pattern
Index
Consistency Index
Norm
Samples
* Each
BASC-2
rating
scale
and
self-report
form
oers
a
choice
of
the
following
norms:
* General
Norms
large
national
sample,
recommended
for
general
use
* Clinical
Norms
helpful
when
childs
problem
is
extreme
* Learning
disability
and
ADHD
group
form
ages
6
through
18
* Ages
19
21
who
are
still
attending
high
school
* Composite
scales
for
test-retest
reliability
are
generally
in
the
middle
.80s
to
the
low
.90s
with
the
exception
of
Internalizing
Problems
on
the
adolescent
level
(.78).
These
patterns
of
correlations
are
similar
to
the
patterns
in
the
coecient
alpha
reliabilities.
* The
clinical
scales
with
the
highest
test-retest
correlations
are
Hyperactivity,
Aggression,
and
Attention
Problems.
Atypicality
and
Withdrawal
also
have
high
test-retest
correlations
at
the
preschool
and
child
levels
only.
The
lowest
test-
retest
correlations
for
the
clinical
scales
are
for
Anxiety
and
Somatization.
Empirical
Support
* Scale
Intercorrelations
and
Factor
Structure
* At
all
TRS
levels,
scores
with
the
highest
intercorrelations
are
the
externalizing-behavior
scales
(Hyperactivity,
Aggression,
and
Conduct
Problems)
and
Attention
Problems.
The
adaptive
scales
have
higher
correlations
than
the
clinical
scales.
* Factor
Analysis
* Covariance
Structure
Analysis
(CSA)
shows
that
the
Externalizing
Problems
factor
centers
on
a
behavioral
dimension
that
is
common
with
the
criteria
for
Hyperactivity,
Aggression,
and
Conduct
Problems
scales.
The
Internalizing
Problems
factor
associates
with
a
higher-order
behavioral
dimension
associated
with
Depression,
Atypicality,
and
Withdrawal
Scales.
Anxiety
and
Somatization
scales
were
less
of
a
contribution
* Principle
Axis
Factor
Analysis
found
the
same
analyses
that
show
that
Externalizing
Problems
are
dened
by
Aggression,
Hyperactivity,
and
Conduct
Problems,
with
smaller
emphasis
on
Depression,
Attention
Problems,
and
Adaptability.
An
Internalizing
Problems
factor
also
showed
to
be
reected
primarily
on
the
Depression
and
Anxiety
scales
with
lesser
emphasis
on
Withdrawal,
Somatization,
and
Atypicality.
* Clinical
Norms:
* Range
from
high
.70s
to
mid
90s
* Median
scale
reliabilities
higher
than
for
General
norms
at
preschool/child
levels
(mid
to
high
.80s)
44
47
Correlation
Original BASC
48
SRP:
Reliability
Test-Retest
* 13-
66
days
between
test
administrations
* Individuals
had
similar
demographics
to
the
norm
sample
* Moderate
alphas
for
the
composites:
high
.70s
to
low
.80s
* Scaled
means
alphas:
child
.71,
adolescent
.75
and
college
.84
SRP:
Validity
Criterion
Validity
SRP
vs.
Correlation
Revised
Childrens
manifest
Anxiety
Scales
.60
and
.49
(child
and
adolescent)
Brief
Symptom
Inventory
and
Beck
Depression
Inventory-II
MMPI-2
BASC
SRP:
Validity
Construct
Validity
* Extensive
exploratory
and
conrmatory
factor
analysis
* 4
factor
analysis:
School
Problems,
Internalizing
problems,
Personal
adjustment,
Inattention/hyperactivity
SRP:
Validity
Factor
Loadings
SRP: Validity
BASC-2:
Strengths
* Broad
age
range
* Unique
scales
(attitude
towards
school
and
parent-
child
relations)
* Well
founded
normative
sample
* Generally
good
reliability
* Ease
of
administration
and
scoring
* Items
address
heterogeneity
in
behaviours
and
symptoms
BASC-2:
Strengths
* Overlapping
norms
allow
for
information
from
multiple
sources
to
be
compared
* Available
in
English
and
Spanish
* Audiorecordings
of
questions
available
to
compensate
for
literacy
issues
* Validity
indexes
help
to
reduce
potentially
biased
responses
BASC-2:
Weaknessess
* Lack
of
information
about
the
developmental
history
and
direct
observation
portions
of
the
BASC-2
* Weaker
reliability
in
the
SRP
in
comparison
the
the
TRS
and
PRS
* English
and
Spanish
versions
of
the
BASC-2
only,
in
need
of
other
languages
such
as
French
in
Canada
* Scores
are
not
normally
distributed
* Dicult
to
determine
how
accurately
the
clinical
sample
represents
the
U.S.
demographic
* No
Canadian
norms
* Norms
need
to
be
updated
(10+
years
old)
* Constructs
are
variable
and
prone
to
change
need
to
exercise
care
in
diagnosis
and
interpretation
Conclusion
* BASC-2
has
strong
psychometric
properties
* Well
researched
* Important
tool
for
assessing
the
behavioural
and
emotional
concerns
in
children
and
young
adults
* Multimethod
&
Multidimensional
* Only
one
piece
of
a
comprehensive
assessment
* Should
not
use
this
as
only
tool
to
diagnose
* Still
need
to
directly
observe
child
in
environment
* Limitations
to
external
and
self-report
ratings
of
behaviour
* Future
investigations
clinical
importance
and
relevance
of
BASC-S
in
diagnosis
and
classication
58
References
Frick,
P.
J.,
Barry,
C.
T.,
&
Kamphaus,
R.
W.
(2010).
Clinical
assessment
of
child
and
adolescent
personality
and
behavior.
(3rd
ed.,
p.
511).
New
York,
NY:
Springer
Science
and
Business
Media.
Retrieved
from
http://
books.google.ca/books?id=eHgvr3KZJFwC&pg=PA110&lpg=PA110&dq=BASC-2
interpretation&source=bl&ots=D1uSR2MO2-&sig=mgnKUNNiEupY8S8F74KUKn-
Reynolds,
C.
R.,
&
Kamphaus,
R.
W.
(2004).
Behavior
assessment
system
for
children
(second
edition).
Mental
Measurements
Yearbook,
17,
Retrieved
fromhttp://web.ebscohost.com.ezproxy.lib.ucalgary.ca/
ehost/detail?vid=3&sid=143978f4-6eab-4583-82ba-20f9163fc4e4@sessionmgr12&hid=18&bdata=
JnNpdGU9ZWhvc3QtbGl2ZQ
(2007).
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behavioral
and
emotional
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system.
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Yearbook,
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Retrieved
from
http://web.ebscohost.com.ezproxy.lib.ucalgary.ca/ehost/detailvid=3&sid=143978f4-6eab-4583-82ba-
20f9163fc4e4@sessionmgr12&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ