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A comprehensive set of rating scales and forms including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). Help children thrive in their school and home environments with effective behavior assessment. Use the Teacher Rating Scales (TRS) to measure adaptive and problem behaviors in the preschool or school setting. Use the Parent Rating Scales (PRS) to measure both adaptive and problem behaviors in the community and home setting. The Self-Report of Personality (SRP) provides insight into a child's or adult's thoughts and feelings.
The tendency to display behaviors characterized by deficits in social skills, communication, interests, and activities. Q Local™ Scoring and Reporting Desktop Software - Enables you to score assessments, report results, and store and export data on your computer. ASSIST Scoring and Reporting Desktop Software – Scores and generates a variety of reports on your computer. The BASC-2 is a multi-method, multi-dimensional system designed to help professionals understand the behaviors and emotions of children, adolescents, and young adults. Results obtained using any of the BASC-2 components should always be interpreted in the context of other case information, including developmental history, interviews, academic records, observations, and other qualitative and quantitative sources. The Multi-Rater Report in the BASC-2 ASSISTT and BASC-2 ASSISTT Plus software program allows users to compare results from any combination of a maximum of five TRS and PRS forms.
Both the BASC-2 ASSIST and the BASC-2 ASSIST Plus score and report TRS, PRS, and SRP results. How should I respond to a teacher who is reluctant to mark Never because he or she doesn't know what the child does outside the classroom? Second, there are a handful of TRS items that ask about behaviors that occur largely outside the classroom. Clinical norms are helpful when a child's problems are extreme compared to those of the general population. The BASC-2 forms and software allow more than a single set of norms to be reported for a particular case. T scores and percentiles provide different kinds of information: T scores describe distance from the mean, and percentiles describe rarity. Because the different BASC-2 scales have varying distribution shapes, the relationship between T scores and percentiles varies slightly across scales. The BASC-2 T scores are not normalized; they are linear transformations of raw scores, so they preserve the shape of the raw-score distributions, some of which are significantly skewed. In addition to the BASC-2 Clinical norms, which are representative of a variety of clinical conditions, there are two subsets of norms: Learning Disability (LD) and ADHD. Whether you've administered the BASC-2 TRS, PRS, or SRP, several factors should be considered before follow-up testing is scheduled. Several BASC-2 scales contain items whose content correlates to diagnostic criteria for various clinical categories listed in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000). Is there research available about the relationship between social maladjustment and emotional disturbance? The following response is excerpted from A Clinician's Guide to the BASC (2002, Guilford Publications), by Reynolds and Kamphaus.
As is evident from the definition there is considerable room for variation in its application.


The rationale for including these selected scales is that they may have relevant item content, were part of a profile for a relevant clinical population (e.g. The Behavior Assessment System for Children (BASC) holds an exceptional track record for providing a complete picture of a child's behavior.
By analyzing the child's behavior from three perspectivesa€”Self, Teacher, and Parenta€”you get a more complete and balanced picture.
Teachers or other qualified observers can complete forms at three age levelsa€”preschool (ages 2 to 5), child (ages 6 to 11), and adolescent (ages 12 to 21)a€”in about 10-20 minutes. Parents or caregivers can complete forms at three age levelsa€”preschool (ages 2 to 5), child (ages 6 to 11), and adolescent (ages 12 to 21)a€”in about 10-20 minutes. Each forma€”child (ages 8 to 11), adolescent (ages 12 to 21), college (ages 18 to 25)a€”includes validity scales for helping judge the quality of completed forms. Children provide simple yes-or-no responses to questions asked by an examiner, which are recorded on a convenient checklist. The PRQ can be used as part of the BASC-2 comprehensive system or alone when you want to gather more information about a child's or student's relationship with their parents. Hand-scored forms can be scored with the scoring software; however, it is easier and more cost-effective to use computer-entry forms rather than hand-scored forms for computer scoring.
Both programs generate profiles, calculate validity indexes, identify strengths and weaknesses, and compute multirater comparisons and progress reports. First, teachers should know that the purpose of the TRS is to find out what behaviors the teacher has observed.
These are the items that ask about smoking, being in trouble, or cheating or deceiving others.
General, combined-sex norms are preferred for most cases, but the separate-sex and Clinical norms have advantages, too. Using separate-sex norms eliminates the differences between males and females in the distribution of T scores or percentiles. Ceiling effects sometimes occur when behavior ratings of children who have significant problems are compared to the ratings of the nonreferred population making up the General norm sample; such effects may make differential diagnosis of behavior problems quite difficult. The authors recommend the use of General, combined-sex norms supplemented by either the separate-sex or Clinical norms. For example, on a scale such as Attention Problems, which has an approximately normal distribution, a T score of 70 corresponds to a percentile of 97.
The distribution of the Aggression scale, for example, is skewed; there are many scores clustered around the mean, but there are more extremely high raw scores than you would find in a normal distribution. First, take into account the type and severity of the problem behavior(s), as well as whether the child has been diagnosed with a clinical condition. In the BASC revision, an effort was made to increase the number of items intended to measure high anxiety levels on the SRP Anxiety scale. Also, is there any evidence to uphold that there is a well-defined group of children who can be adequately labeled as "socially maladjusted"?
This table is not exhaustive; it merely highlights scales that may be particularly relevant. Typically, the BASC is used as part of a pre-referral screening assessment process in schools.
Combined, these BASC-2 tools provide one of the most comprehensive systems currently available! The forms describe specific behaviors that are rated on a four-point scale of frequency, ranging from "Never" to "Almost Always." The TRS contains 100-139 items.


Gloria Maccow will describe the components of the BASC-2 - Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). With few exceptions (discussed below), the TRS items ask teachers to describe how the student behaves in their classroom.
For these items, the teacher should rely on his or her direct knowledge of the student's behavior. Separate-sex norms also help identify children whose level of ratings or self-reports is rare for their age and sex. The Clinical norm sample reveals elevations more sharply and allows psychologists to examine a child's profile for information that may aid in differential diagnosis.
In contrast, on the skewed Aggression scale of the TRS, the same T score of 70 has a percentile rank of about 94, that is, about 6 percent of people obtain T scores of 70 or higher on this scale.
Information on the psychometric properties of the Spanish-language instruments is provided in Chapter 16 of the BASC-2 Manual. The increase in item content allows for a greater range of T scores, to differentiate better the self-reports of clinical anxiety conditions from self-reports of mild to moderate anxiety problems. Plus feature listings of such diagnostic criteria as they relate to items from BASC-2 test forms. Therefore, our advice for using the BASC as part of the special education qualification process is necessarily generic. Scores of 60 and above on clinical scales and 40 of below on adaptive scales would meet this standard. For example, a female's Aggression rating may be extremely high when compared with those of other females, but may not be high when compared to self-ratings of both females and males in the general population.
The Manual includes a discussion of the noteworthy features of each group's profiles, an important aid in differential diagnosis. In most cases, a period of at least several months should elapse before a second testing takes place. We think that the BASC is well suited to providing evidence of the presence, longevity, and severity of child behavior problems but that local factors must be considered when making decisions regarding qualification for special education services. These scores reflect problems that are one standard deviation from the mean and, as was demonstrated in some studies of ADHD, may signify the presence of a DSM-IV disorder.
Cecil Reynolds and Randy Kamphaus present their latest edition of this excellent measurea€”BASC-2. Validity and response set indexes used to help judge the quality of completed forms are also available.
Furthermore, we think that the BASC, or any other scale for that matter, should not be used for qualification purposes per se, especially in light of the fact that the qualification decision is mandated to be a multidisciplinary process. Using scores in the at-risk range also allows us to error in the direction of including more false positives than false negatives which is a commonly accepted practice. This form requires approximately a fourth-grade reading level for completion and offers a Spanish version.



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