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The Behavioral Assessment System for Children, Second Edition (BASC-2)

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  1. The Behavioral Assessment System for Children, Second Edition (BASC-2) Veronica L. Hardy, Amanda J. Szapkiw, Lucinda C. West, Tracey M. Phillips, and Debbie A. Hood Regent University

  2. Overview • History • Purpose and Population • Multimethod and Multidimensional Aspects • Administering and Scoring • Case Study • Usage • Psychometric Principles • Cultural Relevance • Strengths and Weaknesses • Extended Learning

  3. History • Meet the Authors • A Revision of the BASC Improved reliability Additional Scales Standardization Sample Greater Similarity of Items TRS length reduction Content Scales And more! Cecil R. Reynolds, Ph.D. R.W. Kamphaus, Ph.D.

  4. Purpose and Population • Purpose: To evaluate various aspects of behavior and self-perception • Population: 2:0-21:11 (TRS and PRS); 6:0 through college age (SRP)

  5. Multimethod: The Key To Measuring Behavior


  6. Self Perspective: The Self-Report of Personality (SRP) • Provides insight into thoughts and feeling • 3 forms at three age levels • 8-11 • 12-21 • 18-25 • 30 minutes to complete • 2-point and 4-point response format • Spanish version

  7. Parent Rating Scale (PRS) Measures adaptive and behavior problems 3 forms at three age levels 2-5 6-11 12-21 10-20 minutes to complete 4-point response format Spanish version Structured Developmental History (SDH) Reviews child’s history 12 page history and background survey Spanish version Parent Perspective

  8. Teacher Rating Scale (TRS) Measures adaptive and behavior problems 3 forms at three age levels 2-5 6-11 12-21 10-20 minutes to complete 4-point response format Student Observation System (SOS) or Portable Observation Program Observations of child’s behavior Used for FBA Monetary Time Sampling Teacher Perspective

  9. Multidimensional: Scales

  10. Administering the Self-Report, TRS, and PRS Check Complete Form Establish Rapport and Give Instructions Select a Rater: Client, Parent, and/or Teacher

  11. Scoring the TRS, PRS, and Self-Report Form

  12. Samson

  13. Samson's Father and Samson's Teacher

  14. Counseling and Assessment

  15. Samson • Clinically significant • + At Risk

  16. Samson * Clinically significant; + At Risk

  17. Samson * Clinically significant; + At Risk

  18. Samson * Clinically significant; + At Risk

  19. Threefold Usage differential diagnosis BASC-2 Usage educational classification treatment plans

  20. Psychometric Principles • Norms • Reliability • Validity

  21. Cultural Relevance Standardization sample closely matches the 2001 U.S. Census data Spanish Version

  22. Strengths and Weaknesses • Limited psychopathology and personality domains • Structure • Limited validity information about applicability with preschoolers Strengths • Integrative approach • Comprehensive portrayal of child’s strengths and weaknesses Weaknesses

  23. Q & A If you have questions, please post those to the discussion board. Feel free to respond to any questions posted as well.

  24. References • Visit amanda.rockinson.net/basc for activities and information. • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author. • Doyle, A., Ostrander, R., Skare, S., Crosby, R.D., & August, G. J. (1997). Convergent and criterion related validity of the Behavior Assessment System for Children-Parent Rating Scale. Journal of Clinical Child Psychology, 26, 276-284. • Reynolds, C. R., & Kamphaus, R. W. (1992). BASC: Behavior assessment system for children. Circle Pines, MN: American Guidance Service. • Reynolds, C. R. & Kamphaus, R. W. (Eds.). (2003). Handbook of psychological and educational assessment of children: Personality, Behaviors, and Context (2nd ed.). New York, NY: The Guilford Press. • Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual. Circle Pines, MN: American Guidance Service. • Sandoval, J. & Echandia, A. (1994). Review of the behavior assessment system for children, Journal of School Psychology, 32, 419-425.