EDUC 622

DATA COLLECTION TEMPLATE FOR ASSESSMENT EVALUATIONS

Collect information about each instrument separately.
This form is used multiple times and is turned in with assignment, by inserting as a chart in the
written report.
Name of Instrument Behavior Assessment System for Children: Third Edition
(BASC-3)
Author(s) of Instrument Kamphaus, Randy W. & Reynolds, Cecil R.
Date of Publication 2015
Publisher Pearson

1. Describe the subtests (e.g., learning areas)

Behavior Assessment
2. Describe the age range.
2-18
3. State the purpose of the instrument.
Designed to “capture a parent’s perspective of the parent-child relationship; assesses
traditional parent-child dimensions and provides information about parenting style,
confidence, stress, and satisfaction with the child’s school
4. Describe the examiner qualifications.
Administration is typically done by a school psychologist or another clinical professional
5. Describe the available scores.
There is a preschool version, for children 2-5, and an adolescent version, for children 6-18; the
adolescent scoring is broken down into age bands 6-9, 10-12, 13-15, and 16-18). Parents or
caregivers rate the frequency of occurrence of each item on a 4-point scale, ranging form never
to most always. This battery can be scored by hand or by computer.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
There are four indices of validity and scores on seven scales of parenting perceptions. The
validity indices include the F index, designed to measure excessively negative responding; the
D index designed to measure excessively positive responding and likely defensiveness; the
consistency index to measure the likelihood of random responding; the response pattern index,
to measure inattention to responding. Two primary types of reliability coefficients were
reported that reflect different psychometric properties of scale scores. Internal consistency
reliabilities (alpha coefficients) had median values between .87 and .90, so they were fairly
high.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The test manual outlines applications for use of this battery. Administration instructions are
clearly stated and easy to follow. The test manual has examples of completed protocol with
annotation on how to calculate raw scores and obtain standardized scores based on norm
tables.
8. State the approximate administration and scoring time.
The 60-item battery may take about 15 minutes and can be scored by hand or computer in 10
minutes.
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9. Describe features of the scoring procedures that are well designed and easy to follow.
Handscoring is straight forward. Scores on each scale are converted to T scores and percentil
ranks. A score classification system is provided for ease of interpretation and communication
of test results to parents and caregivers. The computerized version generates an additional
parent feedback report. Scoring software makes computation and interpretation of scores much
easier and helps avoid errors involved in hand-scoring.
10. Explain this instrument’s adaptation for students with limited English proficiency
There is a Spanish version available
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
Students must have a third-grade reading level or higher to be administered this battery
successfully.
12. Describe the adaptation of the instrument for use with children who have special
needs.
There are no listed adaptations for those students with special needs.
13. Describe the strengths of the instrument.
This is considered to be among the best measures of the parent-child relationship currently
available and the use of this instrument is for its intended purposes is recommended. This is
an easily used, standardized measure of key dimensions of the parent-child relationship that
are critical as predictors of optimal or suboptimal child outcomes.
14. State any weaknesses of the instrument.
Users should expect that high levels of parent-child relationship functioning will have poorer
precision than those at low levels.
15. Additional comments, information, and observations:
N/A