BASC-2 PowerPoint PPT Presentation

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BASC-2. What: Multi-method, multi-dimensional, evaluation of behavior and self-perceptions of children Why:To facilitate differential diagnosis an educational classification of emotional and behavior disorders of childrenTo aid in the design of a treatment planProvide a triangulated view of problemsTied to DSM IV and IDEA.

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2. BASC-2 What: Multi-method, multi-dimensional, evaluation of behavior and self-perceptions of children Why: To facilitate differential diagnosis an educational classification of emotional and behavior disorders of children To aid in the design of a treatment plan Provide a triangulated view of problems Tied to DSM IV and IDEA

3. History of the BASC Published in 1992 as a multi-method, multidimensional tool, and includes: Teacher Rating Scales (TRS) Parent Rating Scales (PRS) Self-Report of Personality (SRP) Student Observation System (SOS) Structured Developmental History (SDH) BASC Monitor for ADHD Backed by an extensive research base Over 150 dissertations, presentations, articles, or providing quality information to clinicians

4. The New BASC-2 Multi-Dimensional, Multi-Method SDH: Structured Developmental History) SOS: Student Observation System BASC 2 POP TRS: Teacher Rating Scales PRS: Parent Rating Scales SRP: Self-Report of Personality SRP-Col: Self-Report of Personality College SRP-C: Self-Report of Personality Interview PRQ: Parent Relationship Questionnaire BASC Monitor (ADHD) BASC 2 Emotional Behavioral Screener BASC 2 RTIs

5. BASC-2 Strengths Validity scales detect negativity, faking, etc. Detects mild behavior problems Optional specific Content Scales, e.g. Anger, Executive Functioning, Bullying Choice of norms New specific clinical norms Differentiates between hyperactivity and attention problems

6. BASC-2 “New SRP-I: Self-Report of Personality Interview Ages 6-7 Eliminates need for reading ability Child-Parent Relationship Form Parent Relationship Questionnaire Behavior Emotional Screener College Self Report of Personality

7. Additional Components Spanish-Language SRP, SDH, and PRS forms BASC Spanish version for Spain and Latin America Spanish & English administration CDs Parent Feedback Forms BASC Portable Observation Program

8. BASC-2 Standardization Sample Normative sample by: 13,000 in norms (46,000 in data base) Sex Race/ethnicity Region Mother’s education level Clinical category

9. BASC-2 Clinical Norms (158-162) Attention Deficit/ Hyperactivity Bipolar Disorder Depression Disorder Emotional/Behavioral Disorder Hearing Impairment Learning Disability Mental Retardation or Developmental Delay Motor Impairment Pervasive Developmental Disorder (e.g. Autism) Speech or Language Disorder

10. Clinical Norm Samples Offered

11. Structured Developmental History Social Psychological Developmental Educational Medical

12. Parent Relationship Questionnaire A questionnaire completed by a parent or caregiver that provides information on: Parenting style Parenting confidence Stress Satisfaction with the child’s school

13. Parent Relationship Questionnaire Multiple dimensions relevant to the development of strong and healthy parent-child relationships Normative sample (4,700) matched to U.S. Census for males and females Items written at a third grade level CD administration if appropriate Multiple validity indexes Hand scored, computer entry, scannable Extensive computer report with longitudinal tracking

14. Parent Relationship Questionnaire Two levels Preschool: ages 2.5 – 5 45 Items Child/Adolescent: ages 6 – 71 71 Items Scoring results reported in: Linear T-Scores Percentiles

15. Questionnaire Scales Attachment Communication Discipline Practices Involvement Parenting Satisfaction With School Relational Frustration

16. Questionnaire Scales Attachment The affective, cognitive, and behavioral relationship Communication The quality of information exchanged and listening skills promoting trust Discipline Practices Consistency of consequences or punishment as well as rule establishment and adherence to rules

17. Questionnaire Scales cont’ Involvement Parent child participation in common activities and parent knowledge about those activities Parenting Confidence The comfort, control, and confidence in making parenting decisions and process Satisfaction With School Parent’s belief that the school is meeting their child’s needs Relational Frustration The stress the parent experiences relating to the behavior and affect of the child

18. Behavioral and Emotional Screening System

19. Behavioral and Emotional Screening System The BASC-2 Behavioral and Emotional Screening System is a reliable, quick, and systematic way to determine behavioral and emotional strengths and weaknesses

20. Behavioral and Emotional Screening System Screening for potential problem behaviors Identifying problems associated with developing and maintaining positive relationships with others Screening for behavioral and emotional functioning of children and adolescents

21. Behavioral and Emotional Screening System For Preschool and grades K-12 Brief screeners that can be completed by parent, teacher or student Designed to screen large groups of children at once Screening for the presence of behavioral and emotional problems that may require further assessment or intervention

22. Behavioral and Emotional Screening System For use in Schools Can provide schools with an objective, efficient, and systematic way to identify children who may develop academic or other school-related problems. Used as part of an overall behavioral and emotional identification and intervention program

23. Behavioral and Emotional Screening System Teacher Form Preschool (25 items, ages 3-5) Child/Adolescent (27 items, grades K-12) Parent Form Preschool (30 items, ages 3-5) Child/Adolescent (30 items, grades K-12) Student Form Child/Adolescent (30 items, grades 3–12)

24. Behavioral and Emotional Screening System Teachers complete a form for each student .in a classroom Parents can complete forms during parent .visit to school (e.g., conferences) or at .home Students can complete forms in classroom .or outside of classroom

25. Behavioral and Emotional Screening System Forms will be scannable One set of forms, all scannable ASSIST allows scanning or computer entry One ASSIST Forms can be hand-scored using manual Mail-in scoring services available

26. Norms Total Sample Size = 12,350 Combined and separate-sex norms for: Samples matched to U.S. population for: Race, Region, SES Based on data collected during BASC-2 Standardization project

27. Scoring/Interpretation Items are summed to form a Total Score; High score reflects more problems Items represent Externalizing Problems, Internalizing Problems, School Problems Adaptive Skills

28. Scoring/Interpretation Raw Scores, T Scores (M=50, SD=10), .Percentiles Risk Level for Behavioral and .Emotional Problems 20 to 60: “Normal” 61 to 70: “Elevated” risk 71 or higher: “Extremely Elevated” risk

29. Reliabilities All internal consistency reliability estimates are .90 or above, ranging from .90 to .97 Median Test-Retest Reliability is .83, ranging from .80 to .90 Median Other-Rater Reliability is .81, ranging from .71 to .83

30. Correlations Between Total Score and BASC-2 TRS, PRS, SRP (Preliminary) Within form (e.g., Teacher) Total Score correlations with: BSI/ESI: .86 to .94 Externalizing Problems: .79 to .82 Internalizing Problems: .52 to .84 (Student Form highest) School Problems: .70 to .89 Adaptive Skills: -.77 to -.88

31. BASC-2 Behavioral and Emotional Screening System: Software/Reports Overview

32. Individual Reports Can include in a single report results from multiple forms completed during the same time period Progress report option that spans across form levels (teacher and parent) Reports provide results from: Validity indexes Total Score, along with Classification rating for risk level for behavioral or emotional Problems

33. Student Observation (System SOS) Less vulnerable to bias than rating scales No extensive training required Become familiar with behavior definitions in advance (see p. 54 in manual) More reliable with more observations Has 4 Adaptive Behaviors and 9 Problem Behaviors (in order of frequency)

34. Student Observation System 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)

35. SOS Scales Adaptive Scales Response to teacher Work on school subjects Peer interaction Transition movement Behavior Problem Scales Inappropriate movement Inattention Inappropriate vocalization Somatization Repetitive movements Aggression Self-injurious behavior Inappropriate sexual behavior Bowel/bladder problems

36. BASC: Portable Observation System A “portable” software application allowing users to .....record observations electronically A cross platform software program for use with Program starts flashing 5 seconds before time .....sample interval Then observe for 3 seconds Then record by category in Part A Laptops (Windows OS and Mac OS) Personal Digital Assistant (Palm OS & Pocket PC OS)

37. Teacher Rating Scales (TRS) Includes scales and items that are directly relevant to the school setting 10-15 minutes to complete Intended for multiple informants For those who have had extended opportunities to observe child At least a month of daily contact or more? Teachers who have organized classes preferred “Never” means you have not observed it A biggy

38. Parent Rating Scales (PRS) Has behavior items and scales that parents have special knowledge of Does not have “School Problems” items 10-20 minutes to complete 4th grade reading level (page 102)

39. Parent Rating Scales Parent with most recent and frequent contact Both parents preferred To be done on their own Parents are better at reporting internalizing Research: mothers tend to be more valid raters, why?

40. Fathers and Daughters British study involving 3000 kids Fathers interest in his child’s education at age 10 predicted daughters achievement at age 26 but not the sons The more interested the father was, the likelier the daughter became an educated adult 2 out of 3 fathers thought their relationship with their daughters makes little difference Ann Pleshette Murphy Parade Magazine, 6/18//06,

41. BASC-2 TRS and PRS Scales Activities of Daily Living (PRS only) Adaptability (new to A) Aggression Anxiety Attention Problems Atypicality Conduct Problems (C,A) Depression Functional Communication Hyperactivity Leadership (C, A) Learning Problems (TRS–C, A) Social Skills Somatization Study Problems (TRS–C, A) Withdrawal

42. BASC-2 TRS and PRS Scales Activities of Daily Living (PRS only) Acts in a safe manner Needs to be reminded to brush teeth. Organizes chores or other tasks well Adaptability (new to A) Adjusts well to changes in family plans Recovers quickly after a setback Aggression (physical and verbal) Hits other children Seeks revenge on others

43. BASC-2 TRS and PRS Scales Anxiety Is nervous Worries about making mistakes Attention Problems Listens to directions Pays attention Atypicality Sees things that are not there Acts strangely

44. BASC-2 TRS and PRS Scales Conduct Problems Lies to get out of trouble Deceives others Conduct Disorder Characterized by anti-social behavior and is frequently associated with low self esteem, poor frustration tolerance, lack of empathy, risk taking behaviors, and impairments in relationships

45. BASC-2 TRS and PRS Scales Depression Is sad Seems lonely Functional Communication Is unclear when presenting ideas Responds appropriately when asked a question Is able to describe feelings accurately

46. New TRS/PRS Scale Definitions Activities of Daily Living Skills associated with performing basic, everyday tasks in an acceptable and safe manner PRS Only Functional Communication Ability to express ideas and communicate in a way others can easily understand

47. BASC-2 TRS and PRS Scales Hyperactivity Cannot wait to take turn Acts out of control Leadership (C, A) Gives good suggestions for solving problems Is good at getting people to work together

48. BASC-2 TRS and PRS Scales Learning Problems (TRS–C, A) Has reading problems Has trouble keeping up in class Social Skills Compliments others Offers help to other children

49. BASC-2 TRS and PRS Scales Somatization Has stomach problems Complains of being sick when not Study Skills (TRS–C, A) Reads assigned chapters Tries to do well in school Withdrawal Avoids other children Quickly joins group activities

50. Self-Report of Personality (SRP) SRP items Statements of children’s and adolescents’ own feelings, attitudes, and beliefs Really a personality scale Takes 20-30 minutes 3rd grade reading level Mostly internalizing emotions

51. BASC-2 SRP Changes Age range expansion Interview format for ages 6–7 College-form edition Mixed item format (T/F and MC) Has unique Alcohol Abuse scale College only, Why? New scales and content scales

52. BASC-2 SRP Scales Alcohol Abuse (College) Anxiety Attention Problems Attitude to School (C, A) Attitude to Teachers (C, A) Atypicality Depression Hyperactivity Interpersonal Relations Locus of Control Relations with Parents School Maladjustment (C) Self-Esteem Self-Reliance Sensation Seeking (A) Sense of Inadequacy Social Stress Somatization (A)

53. BASC-2 TRS/PRS Composite Scales Externalizing Problems Hyperactivity Aggression Conduct problems (C/A only ?) Internalizing Problems Anxiety Depression Somatization

54. BASC-2 TRS/PRS Composite Scales Adaptive Skills Adaptability Social skills Functional communication Leadership (C and A only) Study skills (TRS-C/A only) Activities of daily living (PRS only) School Problems (TRS-C, A) Attention problems Learning problems

55. BASC–2 TRS/PRS Composite Scales Behavioral Symptoms Index (BSI) Hyperactivity Aggression Depression Attention problems Atypicality Withdrawal

56. BASC-2 SRP Composite Scales School Problems (C, A) Formerly School Maladjustment Attitude to School (C, A) Attitude to Teachers (C, A) Sensation Seeking (A)

57. BASC-2 SRP Composite Scales Internalizing Problems Formerly Clinical Maladjustment Atypicality Locus of Control Social Stress Anxiety Depression Sense of Inadequacy Somatization (A, COL)

58. BASC-2 SRP Composite Scales Inattention/Hyperactivity Composite Attention Problems Hyperactivity Personal Adjustment Relations with Parents Interpersonal Relations Self-Esteem Self-Reliance

59. BASC-2 SRP Composite Scales Emotional Symptoms Index (ESI) Replaces Interpersonal Relations Social Stress Anxiety Depression Sense of Inadequacy Self-Esteem Self-Reliance

60. SAD Triad Social Stress, Anxiety, & Depression: Indicates severe emotional disturbance Great tension Severe acute distress High scores 65+ significant Score 65+ may be suicide risk

61. Content Scales Empirically based scales Designed to identify potential problems warranting further exploration Developed for all levels of TRS/PRS, SRP-A, and SRP-COL levels Items for each scale are in Appendix F Available only on BASC-2 ASSIST Plus

62. Optional TRS/PRS Content Scales Anger Control The tendency to become irritated and angry quickly and impulsively, coupled with an inability to regulate affect and control during such periods Bullying The tendency to be intrusive, cruel, or threatening toward others, or to use force in order to be manipulative or to get want is wanted

63. Optional TRS/PRS Content Scales Developmental Social Disorders The tendency to display behaviors characterized by deficits in social skills, communication, interests, and activities. Such behaviors may include self-stimulation, withdrawal, and inappropriate socializations Emotional Self-Control The ability to regulate one’s affect and emotions in response to environmental changes

64. Optional TRS/PRS Content Scales Executive Functioning The ability to control behavior by planning, anticipating, inhibiting, maintaining goal-directed activity, and reacting appropriately to environmental feedback in a purposeful, meaningful way Negative Emotionality The tendency to view everyday interactions or events in an overly negative or aversive way and to react negatively to any changes in plans or routines Resiliency - The ability to access support systems, both internal and external, to alleviate stress and overcome adversity or difficult circumstances

65. TRS/PRS Content Scales Developmental Social Disorders Behaviors characterized by deficits in social skills Communication, interests, and activities. May include self-stimulation, withdrawal, and inappropriate socializations Emotional Self-Control Ability to regulate one’s affect and emotions in response to environmental changes

66. Optional SRP-A/COL Content Scales Ego Strength The expression of a strong sense of one’s identity and overall emotional competence, including feelings of self-awareness, self-acceptance, and perception of one’s social support network

67. University of Nebraska Study Teachers failed to identify 66% of self acknowledged male bullies Boys use taunts or threats Teachers failed to identify 68% of female victims Girls use rumors or inflict social ostracism Child Development Journal 47% of 6th Graders said they were bullied at least once in five school days National Institute of Child Health and Human Development (1998 Survey) Adrienne Nishina, UCLA, Child Development Journal, March/April 2005

68. Interpretation Step 1: Validity 1. Congruence of findings 2. Lie index 3. F index 4. Omitted items 5. Patterned responding 6. Consistency index 7. Reading proficiency

69. BASC–2 SRP Validity Indexes F Index L Index (new to C level) V Index Consistency Index (new) Number of Omitted/Unscoreable Items Patterned Responding

70. Interpretation: Validity-F Index On all TRS, PRS, and SRP forms Tendency to be excessively negative Based on items marked “Almost Always” for negative items and “Never” for positive items Can be due to extreme behaviors; so look at items marked If F too high, do not use scores if reporting, that respondent was excessively negative

71. F Index on SRP “Faking bad” Want to look severely disturbed An abnormally high number of symptoms that do not correspond to any known disorder Could be in acute psychological distress Could be a cry for help

72. Validity: L Index On SRP only L stands for lying; called “faking good” Extremely positive, idealized picture of self Painting a socially desirable picture Based on endorsing unrealistic positive statements May be due to lack of awareness or poor reading ability An attempt to deny problems

73. Validity: Consistency Index On all TRS, PRS, and SRP forms Computer scored only Based on giving different responses to .items that should be answered similarly Possibly more than one respondent completing the same form Could be due to poor reading ability

74. Validity: Response Pattern Index On all TRS, PRS, and SRP forms Computer scored only but can eyeballed Based on repeated and cyclical scoring Examples: T, F, T, F or 1, 2, 3, 1, 2, 3, Computer index: A valid response pattern is in the middle; not one extreme or the other

75. Interpretation: Choice of Norms General norms should be used in most cases Sex differences are reflected in the general norms, NOT the sex specific norms Males aggression score higher with general norms Females anxiety/depression scores higher with general norms

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