Behavior Assessment System for

Children (BASC)
R. W. Kamphaus, Ph.D.
The University of Georgia

Acknowledgements

Cecil R. Reynolds, BASC senior author

Mark Daniel and Rob Altmann of AGS
Co-researchers Andy Horne, Carl Huberty, and Michele Lease of UGA,
Jean Baker of Michigan State, Christine DiStefano of Louisiana State
University, Linda Mayes of Yale Child Study Center, David Pineda of
Universidad de Antioquia
Student research team members Anne Winsor, Ellen Rowe, Jennifer
Thorpe, Cheryl Hendry, Amanda Dix, Erin Dowdy, Anna Kroncke,
Sangwon Kim, Robert Brown, Tracey Troutman.
Alumni research team members Drs. Nancy Lett, Shayne Abelkop,
Martha Petoskey and Ann Heather Cody
Research is supported in part by grant number R306F60158 from the AtRisk Institute of the Office of Educational Research and Improvement of
the United States Department of Education, to R. W. Kamphaus, J. A.
Baker, & A. M. Horne.

Multimethod
Structured Developmental History
(SDH)
Student Observation System (SOS)
Teacher Rating Scales (TRS)
Parent Rating Scales (PRS)
Self-Report of Personality

Objectives

Learn five assessment uses unique to history taking

Use the SOS to take a 15 minute classroom observation
Write and describe clinically significant findings for the PRS,
TRS, and SRP
Explain the impact of child culture and sex on TRS and PRS
results
Describe a TRS-based 7 cluster classification system of child
behavioral adjustment status and its use for screening and
classifying risk for school problems
Describe research findings regarding the use of the BASC as a
program evaluation too.
Summarize research findings regarding the use of the BASC to
classify cases of ADHD.

History Taking SDH

Identifying age of symptom onset (e.g. ADHD)

Developmental course (e.g. LD)
Assessment of etiology (e.g. Thyroid condition)
Treatment or intervention design (e.g. Prozac related
relapse or Cheryls head banging)
Assessment of risk and resilience factors (e.g. family
resemblance, peers, recreation)
Documentation of educational or other impairment
(e.g. grades, productivity, test scores, relations with
parents, school attendance)

Student Observation System

(SOS)

Both adaptive and maladaptive behaviors are observed

Multiple methods are used including clinician rating, time
sampling, and qualitative recording of classroom functional
contingencies
A generous time interval is allocated for recording the results of
each time sampling interval (27 seconds)
Operational definitions of behaviors and time sampling
categories are included in the BASC manual
Inter-rater reliabilities for the time sampling portion are high
which lends confidence that independent observers are likely to
observe the same trends in childs classroom behavior (see Lett
& Kamphaus, 1997).

SOS

Part A - Treatment/IEP Planning; frequency,

range, and disruptiveness of classroom
behavior
Part B - Treatment/Program evaluation of
effectiveness (track change with ADHD
Monitor software)
Part C - Functional analysis of antecedents,
behavior, and consequences (e.g. teacher
position)

SOS Scales

Behavior Problem Scales

Inappropriate movement
Inattention
Inappropriate vocalization
Somatization
Repetitive motor movements
Aggression
Self-injurious behavior
Inappropriate sexual
behavior
Bowel/bladder problems

Adaptive Scales
Response to teacher
Work on school subjects
Peer interaction
Transition movement

Using Part B

There is typically no need to select target behaviors to

observe
schedule the observation period at a time of day and, in a
class, where problems are known to be of teacher or
parent concern so that target behaviors can be observed.
In addition, the examiner may want to also observe in a
class where problems are not present
Use an observer who is already familiar to the school, or
introducing himself or herself to the teacher ahead of time
Develop a timing mechanism (PDA software available
April, 2003)

Cecilia - Age 8, Optimal

Response to Ritalin
18
16
14
12
Mar-Yr1
Mar-Yr2
Apr-Yr2

10
8
6
4
2
0

R to T

W on S

In Move

Inatt

In Vocal

SOS Functional Assessment

Frequency - Part A ratings of NO, SO, or FO. Part B frequencies.

Duration - Part B ratings of percentage of time engaged in
behavior.
Intensity - Part A ratings of disruptive and Part B ratings of
relative frequency.
Antecedent Events - Part C teacher position and behavior.
Consequences - Part C teacher change techniques.
Ecological Analysis of Settings - Observations at various times of
school day. PRS ratings.
Use three classroom observations to establish trajectory of
behavior

TRS Details

Discourage having two or more teachers complete the

same form collaboratively
Norms extend to age 2 years 6 months
General, gender, and clinical norms available for TRS,
PRS, SRP
When needed help teachers define a never response
as a behavior that they have not seen or experienced
Advise teachers to rate most recent behavior
When a current teacher is not available a teacher from
the past academic year may provide a good estimate
(see next slide)

TRS Reliability and Validity

Traits that are considered stable are rated consistently by teachers

over a 2 to 8 week interval (Reynolds & Kamphaus, 1992). A study
of three clinical samples produced median test-retest values of .
89, .91, and .82 for preschool, child, and adolescent levels.
Different teachers rate the same child similarly (Reynolds &
Kamphaus, 1992). A sample of 30 children was rated by two
teachers each within a few days of one another. Interrater
coefficients were variable ranging from a low of .53 for social skills
to .94 for learning problems. Most clinical scales had adequate
reliabilities such as aggression .71, anxiety .82, attention problems
.68, and learning problems. 94.
Teacher internal consistency coefficients are higher than those for
either parents or adolescent self-reports (Reynolds & Kamphaus,
1992).

Behavior is stable as rated by different

teachers: TRS-C Means, 1996-2000

TRS Reliability and Validity

Teacher ratings are better able to diagnose the

subtypes of ADHD than classroom observations by
independent observers (Lett & Kamphaus, 1997). The
TRS was significantly better than the SOS at
differentiating non-disabled, ADHD combined type, and
ADHD combined type plus conduct problem groups with
about a 70% accuracy rate.
Teacher ratings are significantly associated with
adjustment to school (Baker, Kamphaus, & Horne,
Project ACT Early)
Teacher ratings are predictive of adjustment six years
later (Verhulst et al., 1994)

Discipline Reports for Physical Aggression by Type for ACT

Early Year 3 Reported in Proportions of Sample

Percent
Cited for
Physical
Aggress

Well
Adapt
ed
(Type
1)

Avera
ge
(Type
2)

Disrupt
Behavio
Probs
(Type
3)

Acade
mic
Probs
(Type
4)

Physical
Complai
nts and
Worry
(Type 5)

Gen
Probs
Severe
(Type
6)

Mildly
Disrupti
ve
(Type
7)

43

15

43

14

TRS

Hyperactivity (impulsivity)
Aggression (verbal or
physical)
Conduct Problems
(delinquency; 6-18 only)
Anxiety (worry, nervousness)
Depression (sad, unhapppy)
Somatization (physical
complaints)
Attention Problems
Learning Problems
(academic problems; 6-18
only)

Atypicality (hyperactivity, odd

behaviors, psychoticism)
Withdrawal (avoidance of
social interactions)
Adaptability (4-11) (adjusts
easily to change)
Leadership (especially
interpersonal skills)
Social Skills
Study Skills (6-18)
Patterning
Consistency
Fake Bad (F)

Schwean, Burt, & Saklofske

(1999)
Items on the Atypicality scale of the BASC are relevant to several
different interpretations, with many describing behaviors that parallel
those seen in a hyperactive-impulsive disorder (e.g., daydreams,
complains about being unable to block out unwanted thoughts, stares
blankly, babbles to self, sings or hums to self, rocks back and forth).
Several examples will help illustrate this point. Although we typically
think of inattentive children as daydreamy. Research has noted that one
of the most common observations made by elementary school teachers
about hyperactive children is that they appear to be daydreaming
(Goldstein & Goldstein, 1992). Hyperactive-impulsive children are also
often known to talk excessively and to hum or make odd noises
(American Psychiatric Association, 1994; Barkely, 1990). Moreover,
irrelevant and purposeless gross bodily movements (i.e., hyperactivity)
can easily be confused with more stereotypic motor behaviors. (p. 59)

George - ADHD Combined Type

Comorbid with MR
Teacher 1

Teacher 2

Teacher 3

Hyperactivity

76

83

66

Attention
Problems

69

71

69

Learning
Problems

79

81

83

Adaptability

40

36

47

Atypicality

64

72

64

Under-diagnosis of ADHD in
Children with MR

Pearson and Annan (1994) concluded,Findings suggest that

chronological age should be taken into consideration when
behavior ratings are used to assess cognitively delayed
children for ADHD. However, the results do not support
guidelines stating that mental age must be used to determine
which norms should be applied when such children are
evaluated clinically. (p. 395)
The use of mental age as a consideration in making the
ADHD diagnosis for children with mental retardation may
result in the denial of somatic and behavioral treatments that
are known to have demonstrated efficacy (Reynolds &
Kamphaus, 2002).

PRS Details
Audiotape administration
Spanish edition available
Norms to age 2 years 6 months
Fifth grade reading level
Mothers and fathers produce similar
average raw scores
Parent feedback form available for PRS,
TRS, and SRP results

Parent/Caregiver Ratings

Primary caregiver and/or person who knows

the childs problems best will indicate more
problems
Parent ratings are also predictive of behavior
problems six years later (Verhulst et al., 1994)
Parent ratings of behavior are predicted by
early temperament (Nelson et al., 1999)

PRS

Hyperactivity
Aggression
Conduct Problems
(6-18)
Anxiety
Depression
Somatization
Attention Problems

Atypicality
Withdrawal
Adaptability (4-11)
Leadership
Social Skills
Patterning
Consistency
Fake Bad (F)

Lynn - ADHD Ritalin therapy at

school, Mother is primary caregiver
Mother

Father

95

68

Attention Problems 68

68

Hyperactivity

Teacher 1

Teacher 2

63

63

Attention Problems 66

64

Hyperactivity

SRP Details
Validity Scales include: Patterning,
Consistency, Lie (L) (12-18), Fake Bad
(F), Validity (V)
Third grade reading level
Spanish version available
Children and adolescents may know
themselves better that parents or
teachers (see next slide)

SRP-C Type 9, Internalizing yoked ratings

(7.4% of 6-11 year olds, 47% f/53%m)
80

SRP-C
PRS-C
TRS-C

70
60
50
40
30

Anx

Rel Par

Att
Schl

Att
Teach

Atyp

Dep

Inter

S of I

Loc
Con

Se Est Se Rel

Soc
Stre

Agg

Att

Hyper

SRP - Clinical and Adaptive

Scales

Depression
Somatization
Anxiety
Atypicality
Sense of Inadequacy (feels
unsuccessful in school)
Social Stress (tension
around peers)
Locus of Control (rewarded
or punished by others)
Sensation Seeking (12-18)
(risk taking)

Attitude Toward
Teachers
Attitude Toward School
Relations with Parents
Interpersonal Relations
(friendships)
Self-Esteem
Self-Reliance
(dependability)

Maryann - Depression, Conduct

Disorder, Cognitive Deficit

At age 17 she has

history of suicide
attempts, runaway
behavior, STDs, dental
decay, academic
failure, family
dissolution, problems in
foster care. She
currently admits to
suicidal ideation.

80
70
60

Dep
Loc
S of I
Aty SS
Anx
Som
GCA

50
40
30
20
10
0

SE

Jonathan - Depression,
Polysubstance Dependence

A high school senior,

he is hospitalized for a
suicidal attempt. He
was previously treated
for addiction to
alcohol at age 14.
Now, at age 17, he
abuses alcohol,
marijuana, heroin, and
other drugs.

80
70
60

Dep
S of I
Anx

50

Aty
LocSS

40

Som

IR
SE
RP

30
20
10
0

SR

SRP Facts

Child ratings are virtually uncorrelated with adult

ratings
Teachers are unaware of many child problems
especially those of an internalizing nature
(Kamphaus & Frick, 2002)
Children with cognitive delay may be less able
to respond untruthfully
Adolescents in juvenile detention are known to
report high rates of psychopathology (StowersWright, 2000)

Ratings Interpretation (Kamphaus

& Frick, 2002)
All raters possess some evidence of
predictive validity
Simple Scheme - All indicators of
problems weighted equally (e.g. teacher
and child ratings of depression weighted
equally)

Ratings Interpretation
Identify all scales with T scores in the atrisk range (T=>60)
Confirm or disconfirm the importance of
each with available evidence
Collect additional evidence as needed
Draw conclusions regarding
classification, diagnosis, and
intervention

Ratings Interpretation
70+ Functional impairment in multiple
settings, Often diagnosable condition
60-69 Functional impairment in one or
more settings, sometimes diagnosable
condition
45-59 No functional impairment or
condition
<45 Notable lack of symptomatology

Aggression Scale Interpretation

(Reynolds & Kamphaus, 2002)
Score
Range

Interpretation

70+

Often acts in a hostile manner (both verbal or physical) that

is threatening to others. Significant functional impairment is
noted in home and school settings, and with peers.

60-69

Acts in a hostile manner (either verbal or physical or both)

that is threatening to others. Functional impairment may be
present in home and/or school settings, and with peers.

45-59

Displays of either verbal or physical aggression are

infrequent and age appropriate. No functional impairment is
present.

<45

Displays of either verbal or physical aggression are

extremely rare. No functional impairment is present.

BASC + IDEA

Impaired relations = Withdrawal, Atypicality,

Social Stress, Interpersonal Relations, Social
Skills, Relations with Parents
Inability to learn = Learning Problems
Inappropriate behavior = Atypicality,
Withdrawal
Unhappiness/depression = Depression,
Sense of Inadequacy
Physical symptoms/complaints = Somatization

Karen - Substance abuse, conduct

disorder, bipolar
14 year old female 9th grader with normal
development until 1996
Academics declined, began spending
large amount of time with peers and
smoking marijuana and drinking alcohol
Hx of day and residential treatment,
truancy, drug paraphernalia at school
Avg IQ and achievement

Karen Maternal Ratings

Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Atypicality
Withdrawal
Attention Problems
Social Skills
Leadership

52
68
120
42
70
55
76
64
60
27
39

Karen SRP

Att to School
Att to Teach
Sensation
Atypicality
Locus of C
Somatization
Social Stress
Anxiety 47

71
55
60
41
50
39
38

Depression
49
Sense of In
45
Relations Par 30
Interpersonal 57
Self-Esteem 58
Self-Reliance 46
Critical - I just dont
care anymore

Stefan - Emotional Distrubance

10 year old fifth grade child with history of
poor organization, work incompletion,
resistance to teacher direction, anger
outbursts, low frustration tolerance
Intelligence and achievement are average
except for below average scores in written
expression including spelling
Chaotic family background with loss

Stefan SRP

Att to School
Att to Teach
Atypicality
Locus of C
Social Stress
Anxiety

64
84
48
68
60
55

Depression
68
Sense of In
78
Relations Par 10
Interpersonal 31
Self-Esteem 34
Self-Reliance 36
Critical - Sometimes
I want to hurt myself

Stefan Teacher Ratings

Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Atypicality
Learning Problems
Withdrawal
Attention Problems
Adabtability
Social Skills
Leadership
Study Skills

67
73
79
62
77
46
71
63
71
76
27
33
35
27

69
73
79
65
66
64
61
63
61
75
27
34
35
31

Stefan Parent Ratings

Mother

Father

Hyperactivity

65

71

Aggression

76

67

Conduct Problems

75

91

Anxiety

59

59

Depression

74

72

Somatization

73

53

Atypicality

76

50

Withdrawal

57

47

Attention Problems

73

73

Adaptability

25

27

Social Skills

35

37

Leadership

35

37

Effects of Culture and Sex

Cross-cultural studies have shown small

mean differences between at least 13 cultural
groups for the CBCL (Crijnen et al., 1997) and
4 for the BASC (Kamphaus et al., 2000)
Sex differences, in direct contrast, are large
and in the same direction in all countries
studied (Crijnen et al., 1997; Kamphaus et al.,
2000)

Effects of Culture
12
10
8
Colombian
White
African-Am
U.S. Hispa

6
4
2
0

PRS
Hyp

TRS
Hyp

PRS
Att

TRS
ATT

PRS
Con

TRS
Con

Effects of Child Sex

14
12
10
8
Girls
Boys

6
4
2
0

PRS
Hyp

TRS PRS Att

Hyp

TRS
ATT

PRS
Con

TRS
Con

Cross-Cultural Assessment
Strategies

Collect test scores and ratings from parents and recent

teacher from country of origin or previous U.S. school
Use three classroom observations two weeks apart to
establish trajectory of behavior
Defer special education classification until child has
been in school system long enough to develop
linguistic competencies and friendships
Seek second opinion from psychologist with cultural
knowledge to reduce tendencies toward under or overdiagnosis (Kamphaus & Frick, 2002)
Use history taking to clarify standardized test and
rating scale results

BASC and Treatment/Outcome

Evaluation (SRP/TRS/PRS)
Significant effects were shown for a
therapeutic adventure program with the
SRP-A (Faubel, 1998)
Effects have been shown for child
cancer (Challinor, 1999; Shelby, 1999),
and rheumatoid arthritis (Wutzke, 1999;
Youseff, 1999)

BASC and Risk Assessment

A person-oriented approach may be used to identify

children at risk for behavioral problems (Project ACT Early;
Baker, Horne, & Kamphaus, 1996-present; Petoskey, 2000)
Typologies of behavioral adjustment are associated with
important child outcomes (Baker, Kamphaus, & Horne, in
press)
Types of adjustment replicate in numerous samples for
differing SES and cultural groups (Pineda, et al., 199;
Kamphaus et al., 2000; Kamphaus & DiStefano, in press)
Most children with significant behavior problems are not
served by special education or other service delivery
system (Kamphaus et al., 1997)

Person-Oriented Methodology

The concepts of average child and average environment have

no utility whatever for the investigation of dynamics ...An
inference from the average to the particular case is
impossible (Lewin, 1931, p. 95; cited in Richters, 1997)
Child behavior problems are dimensionally distributed in the
population and much variability is associated with subsyndromal
behavior problems that nevertheless produce functional
impairment (Hudziak, et al., 1999; Scahill, et al., 1999; Cantwell,
1996)
teachers cope with a high degree of variability in their
classrooms By capturing this variability it may be possible to
design interventions that ameliorate the risk of failure for some
groups of children (Speece & Cooper, 1990, p. 119)

30

Note. 61% Female

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 1
Well-Adapted (34%)

80

70

60

50

40

30

Note. 43% African American

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 2
Average (19%)

80

70

60

50

40

30

Note. 78% Male; 30% African-American

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 3
Disruptive Behavior Problems (8%)
80

70

60

50

40

30

Note. 60% Male; 33% African American

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 4
Learning Problems (12%)

80

70

60

50

40

30

Note. 60% Female

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 5
Physical Complaints/Worry (11%)
80

70

60

50

40

30

Note. 67% Male

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 6
General Problems-Severe (4%)
80

70

60

50

40

30

Note. 70% Male; 25% African-American

Study Skills

Social Skills

Leadership

Adaptability

Withdrawal

Atypicality

Learning

Attention

Somatization

Depression

Anxiety

Conduct

Hyperactivity

T-Score

Aggression

TRS-C Type 7
Mildly Disruptive (12%)

80

70

60

50

40

School Services by Type

Peer Social Status (A. Michele

Lease, in press)
Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 Type 7

Likeab .86
ility

-.40

-1.76

-1.72

1.15

-2.54

-.98

Friend
ships

2.2

.83

.43

.36

1.37

.50

.25

Center .03
(MDS)

.01

.87

.88

-.73

1.39

.29

Prevalence of Type by School

1999 - 2000

Prevalence of Types in Four

Samples
School

Avge

Rural

Well
Adapt
15

39

Disrupt Acad
Behave Prob
8
13

Phys
Severe Mild
Worry
Disrupt
9
4
13

Medellin

30

24

17

12

12

Urban

29

26

13

11

12

National

34

19

12

11

12

Disciplinary Actions by Type

110

Cluster

100
90

WA

F requency

80

AVG

70

DBP

60
50

LP

40
PC/W

30
20

GP-S

10
0

MD

School Outcome Variables

Services and Disciplinary

Actions by Type
110

Cluster

100
90

WA

F requency

80

AVG

70

DBP

60
50

LP

40
PC/W

30
20

GP-S

10
0

MD

School Outcome Variables

Well Adapted Pathway

W e ll A d a p t e d
Year 1
W e ll A d a p t e d
69%

A v e ra g e
22%

D is r u p t iv e B e h
0%

L e a r n in g P r o b
2%

P h y s ic a l C o m
3

P sych o S ever
0

M ild ly D is r u p t
5%

Disruptive Pathway

D is r u p t iv e B e h
Year 1
W e ll A d a p t e d
5%

A v e ra g e
19%

D is r u p t iv e B e h
41%

L e a r n in g P r o b
12%

P h y s ic a l C o m
0

P sych o S ever
3%

M ild ly D is r u p t
19%

Behavior and Achievement

Relations: Annie Winslet

Annie has always had problems with

behavior at school. In fact, two of her
teachers have rated her as the
Disruptive Behavior Problem type over
the course of five years of elementary
school. In other words, her problems
began early and they persisted. How
might this pattern of adjustment impact
her academic achievement?

Dowdy Erin

Dowdy is the youngest Erin family member.

He has been identified by teachers as
pretty well-behaved during the first five
years of schooling. He did, however, have a
particularly problematic year for unknown
reasons. His teacher that year rated him as
a Type 3, Disruptive Behavior Problems.
Now his parents want to know if his
behavior is causing achievement problems.

Amanda Kroncke

Amanda is a very sweet child who has

never had behavior problems at school.
She has always gotten along well with
others and achieved well in school. In at
least two of her first five years of
schooling she has been rated by a
teacher as a Type 1 (Well Adapted) or 2
(Average). Shes a great kid who is
unlikely to have achievement problems.

Definitions of Chronicity

Group 1 Chronic Disruptive Behavior Group. Children in the Chronic

Disruptive Behavior group were rated by two or more teachers as
being in the DBP cluster. In other words for at least two of the five
years sampled, these children fell in the DBP Cluster.
Group 2 Intermittent Disruptive Behavior Group. Children in the
Intermittent Disruptive Behavior Group had at least one but not more
than one year in which a teacher rated them as being in the
Disruptive Behavior Problems Cluster. Cluster membership in other
years was not accounted for so that children could have belonged to
any other cluster, (Average, Mild Behavior Problems, Learning
Problems, etc.) in alternate years.
Group 3 Average/Well-Adapted Group. Children in the Well-Adapted
Group were rated by teachers as being in either the Average or
Well-Adapted clusters for at least two of the five years sampled.

Chronicity of Behavior Problems

and Mathematics Achievement
740
720

M ean of SAT 9M A_5

700
680
660
640
620
600
1.00

2.00

Behavioral Chronicity Levels

3.00

M e a n o f Y r 4 IT B S s c a le d s c o r e M a th C o m p o s ite

Chronicity of Behavior Problems

and Mathematics Achievement
230

220

210

200

190

180

170
1.00

2.00

Behavioral Chronicity Levels

3.00

Chronicity of Behavior Problems

and Reading Achievement
720

700

M ean of S AT 9R D _5

680

660

640

620

600
1.00

2.00

Behavioral Chronicity Levels

3.00

M e a n o f Y r 4 IT B S S c a le d S c o re - R e a d in g C o m p o s ite

Chronicity of Behavior Problems

and Reading Achievement
220

210

200

190

180

170
1.00

2.00

Behavioral Chronicity Levels

3.00

Risk/Resilience Systems

Ann Mastens review Ordinary Majic concluded

(2001, American Psychologist) that most children
develop behavioral adaptive repertoires, and that
three components contribute to child development:
Socioeconomic Status
Intelligence
Relationships with parents and teachers
How do ACT Early data fit Mastens prediction?

Roberts Research

Selected a sample of 58 children from the ACT Early

pool of approx. 800 children over a one-year period.
The children were in 2nd-4th grade in Spring 2000, and
3rd-5th grade in Spring 2001.
Children were in one of three patterns: well-adapted,
disruptive behavior problems, and changers :

Well-adapted and disruptive kids stayed in their respective

categories from one year to the next.
Changers were rated by the first teacher as disruptive but
had a better rating by their next teacher the following year.

Results: Teacher and Child

Relationship Mean Scores

Seven Types and Two Constructs

4
WA
3
2
Adaptive
Skills

-2

AV 0
-1

XY (Scatter) 1

0 PCW

MD
2

-2
-3

LP
Externalizing

DBP

GP-S

Levels of need
Family

School

Peers

Community

Severe Psychopathology
Disruptive Behavior Problems

Intervention
Secondary and Tertiary Prevention

Primary Prevention

Learning Problems
Physical Complaints/Worry
Mildly Disruptive

Well-Adapted
Average

The roles of related services based on behavior type

ADHD Monitor (Kamphaus &

Reynolds, 1998)

Ratings by parent, teacher, and classroom

observer of:
Hyperactivity
Internalizing
Adaptive Skills
Attention Problems
Change is plotted in T score units
Macintosh version under development

References

Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research

on developmental psychopathology. Development & Psychopathology, 9, 291-319.
Gottlieb, G. (1991). Experiential canalization of behavioral development: Theory.
Developmental Psychology, 27(1), 4-13.
Scahill, L., Schwab-Stone, M., Merikangas, K. R., Leckman, J. F., Zhang, H., &
Kasl, S. (1999). Psychosocial and clinical correlates of ADHD in a community
sample of school-age children. J. Am. Acad. Child Adolesc. Psychiatry, 38, 976-984.
Hudziak, J. J., Wadsworth, B. A., Heath, A. C., & Achenbach, T. M. (1999). Latent
class analysis of child behavior checklist attention problems. J. Am. Acad. Child
Adolesc. Psychiatry, 38, 985-991.
Kamphaus, R. W., Petoskey, M. D., Cody, A. H., Rowe, E. W., Huberty, C. J., &
Reynolds, C. R. (1999). A Typology of Parent Rated Child Behavior for a National U.
S. Sample. The Journal of Child Psychology and Psychiatry and Allied Disciplines,
40, 1-10.
Kamphaus, R. W., Huberty, C. J., Distefano, C., & Petoskey, M. D. (1997). A
typology of teacher rated child behavior for a national U. S. sample. Journal of
Abnormal Child Psychology, 25, 253-263.

References

Challinor, J. M. (1998). Behavioral performance of children with cancer:

Assessment using the Behavioral Assessment System for Children. Dissertation
Abstracts International Section B: The Sciences and Engineering, 58(12-B), 6484.
Faubel, G. (1998). An efficacy assessment of a school-based intervention program
for emotionally handicapped students. Dissertation Abstracts International Section
A: Humanities and Social Sciences, 58(11-A), 4183.
Shelby, M. D. (1999). Risk and resistance factors affecting the psychosocial
adjustment of child survivors of cancer. Dissertation Abstracts International Section
B: The Sciences and Engineering, 59(7-B), 3740.
Wutzke, T. M. (1999). An examination of factors associated with resiliency in
siblings of children with juvenile rheumatoid arthritis: A family systems perspective.
Dissertation Abstracts International Section B: The Sciences and Engineering, 60(1B), 0380.
Youssef, S. (1999). Students with juvenile rheumatoid arthritis: Psychosocial and
health perceptions in relation to the implementation of school interventions.
Dissertation Abstracts International Section B: The Sciences and Engineering,
59(10-B), 5591.

References

Pearson, D. A., & Aman, M. G. (1994). Ratings of Hyperactivity and

Developmental Indices: Should Clinicians Correct for Developmental Level?1
Journal of Autism and Developmental Disorders, 24(4), 395-411.
Speece, D. L., & Cooper, D. H. (1990). Ontogeny of school failure: Classification
of first grade children. American Educational Research Journal, 27, 119-140.
Kamphaus, R. W., & Frick, P. J. (2002). Clinical Assessment of Child and
Adolescent Personality and Behavior. Needham Heights, MA: Allyn & Bacon.
Cantwell, D. P. (1996). Classification of child and adolescent psychopathology.
Journal of Child Psychology and Psychiatry, 37, 3-12.
Richters, J. E. (1997). The Hubble hypothesis and the developmentalists=
dilemma. Development & Psychopathology, 9(2), 193-229.
Verhulst, F. C., Koot, H. M., & Van der Ende, J. (1994). Differential predictive
value of parents and teachers reports of childrens problem behaviors: a
longitudinal study. Journal of Abnormal Child Psychology, 22, 531-546.

References

Kamphaus, R. W., Jimnez, M. E., Pineda, D. A., Rowe, E. W., Fleckenstein, L., Restrepo,
M. A., Mora, O., Puerta, I. C., Jimnez, I., Sanchez, J. L., Garca, M., & Palacio, L. G.
(2000). Anlisis transcultural de un instrumento de dimensiones mltiples en el diagnstico
del dficit de atencin. Revista de Neuropsicologa, Neuropsyqiatra y Neurociencias, 2,
51-63.
Pineda, D. A., Kamphaus, R. W., Mora, O., Restrepo, M. A., Puerta, I. C., Palacio, L. G.,
Jimnez, I., Meja, S., Garca, M., Arango, J. C., Jimnez, M. E., Lopera, F., Adams, M.,
Arcos, M., Velsquez, J. F., Lpez, L. M., Bartolino, N. E., Giraldo, M., Garca, A., Valencia,
C., Vallejo, L. E., & Holgun, J. A. (1999). Sistema de evaluacin multidimensional de la
conducta. Escala para padres de nios de 6 a 11 aos, versin colombiana. Revista de
Neurologa, 28, 1-10.
Petoskey, M.D., Kamphaus, R. W., A. Michele Lease, & Huberty, C. J. (Revision submitted
for second review). Stability and change in a dimensional typology of child behavior.
Kamphaus, R. W., & DiStefano, C. A. (in press). Evaluacin Multidimensional de la
Psicopatologa Infantl. Revista de Neuropsicologa, Neuropsyqiatra y Neurociencias.
Crijnen, A. A. M., Achenbach, T. M., & Verhulst, F. C. (1997). Comparisons of problems
reported by parents of children in 12 cultures: Total problems, externalizing, and
internalizing. Journal of the American Academy of Child and Adolescent Psychiatry, 36(9),
1269-1277.

BASC Contacts/Information

www.bascforum.com includes sample cases, research

bibliography, and discussion centers for BASC users
Project ACT Early, Anne Pierce Winsor,
annewinsor@prodigy.net, Randy Kamphaus, Principal
Investigator, rkamp@arches.uga.edu
American Guidance Service, 4201 Woodland Road, P.O. Box 99,
Circle Pines, MN 55014-1796 1 800 328 2560 www.agsnet.com
Department of Educational Psychology at The University of
Georgia, www.coe.uga.edu/edpsych/
PSYCAN Corporation,12-120 West Beaver Creek Road,
Richmond Hill, Ontario, L4B 1L2, 1 800 263 3558
A clinicians guide to the BASC. Guilford Publications
www.guilford.com