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

1
Behavior Assessment System for Children, Second
Edition (BASC-2)

• Cecil R. Reynolds, Ph.D.
• Distinguished Research Scientist and Professor
• Texas A M University
• R.W. Kamphaus, Ph.D.
• Distinguished Research Professor and Department
  Head
• University of Georgia

2
Acknowledgements and Disclosure

• Cecil R. Reynolds, BASC 2 senior author, Rob
  Altmann and Mark Daniel 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, Patrick Schniederjan of Grand Junction
  CO, 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, Chris
  Stokes, Meghan VanDeventer
• Alumni research team members Drs. Nancy Lett,
  Shayne Abelkop, Martha Petoskey and Ann Heather
  Cody
• Some BASC Research was supported in part by grant
  number R306F60158 from the At-Risk 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.
• R. Kamphaus is co-author of the BASC 2 with a
  significant financial interest in the product

3
Categorical Diagnosis

• Presence of marker symptoms or deviant signs
  defines the syndrome (e.g. schizotypal affect) as
  espoused originally by Kreapelin
• Syndromes are mutually exclusive (e.g. mental
  retardation, autism, versus pervasive
  developmental disorder) but potentially comorbid
  (e.g. ADHD and Tourettes)
• Diagnosis is dichotomous that is one either has
  the disorder or not and subsyndromal
  psychopathology is not considered (Cantwell, D.
  P. (1996). Classification of child and adolescent
  psychopathology. Journal of Child Psychology and
  Psychiatry, 37, 3-12.)
• Severity of symptoms in categorical systems is
  not measured. In other words criteria do not
  exist to define severe ADHD.
• Differential diagnosis of syndromes (e.g. ADHD,
  CD, and ODD) remains controversial

4
Dimensional Diagnosis

• Measures latent traits or latent constructs
  made up of multiple indicators (i.e. items) or
  behaviors (Kamphaus, 2001 Kamphaus Frick,
  2002)
• Traits are distributed dimensionally in the
  population thus making it possible to assess
  severity or amount of the latent trait
  possessed. Positive or adaptive traits are of
  relatively greater interest
• Norm referencing to a population is used to
  define deviance. Subsyndromal as well as
  hypersyndromal cases can be identified for both
  clinical and research purposes (Scahill et al.,
  1999)
• Measures are well suited for assessing response
  to treatment or intervention because of known
  reliability and validity (e.g. effectiveness of
  medications)

5
Phenomenology of TRS-C Type 3 Disruptive
Behavior Problems (8) (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.)
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Multi-Dimensional-Multi-Method

• SDH Structured Developmental History (Some
  changes)
• SOS Student Observation System (No Changes, BASC
  POP)
• TRS Teacher Rating Scales (Some changes)
• PRS Parent Rating Scales (Some changes)
• SRP Self-Report of Personality (Some changes)
• SRP-Col Self-Report of Personality College (New)
• SRP-I Self-Report of Personality Interview (New
  ages 6-7, Available in 2005)
• CPRF Child-Parent Relationship Form (New)

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Additional Components

• Spanish-Language SRP, SDH, and PRS forms
• BASC Spanish version for Spain and Latin America
  now available
• Spanish and English language administration CDs
• Parent Feedback Forms
• BASC Portable Observation Program
• www.psychologicalforum.com

8
Changes - The Bottom Line

• BASC/BASC-2 correlations are in the 80s and 90s
  for the TRS
• BASC/BASC-2 correlations are in the 70s and 80s
  for the PRS
• BASC/BASC-2 correlations are in the 60s and 70s
  for the SRP

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BASC-2 Item Totals
BASC2 BASC
TRS
P 100 109
C 139 148
A 139 138
PRS
P 134 131
C 160 138
A 150 126
SRP
C 139 152
A 176 186
Col 185
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BASC2 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 (TRSC, A)
• Social Skills
• Somatization
• Study Skills (TRSC, A)
• Withdrawal

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BASC2 TRS and PRS Scales

• Activities of Daily Living (PRS only) (MR PRS
  34-36 Motor PRS 36-38)
• Acts in a safe manner.
• Needs to be reminded to brush teeth.
• Organizes chores or other tasks well.
• Adaptability (new to A) (Bipolar TRS 36, PRS
  30-36)
• Adjusts well to changes in family plans.
• Recovers quickly after a setback.
• Aggression
• Hits other children.
• Seeks revenge on others.(recognition of concept
  of relational aggression)

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BASC2 TRS and PRS Scales

• Anxiety (Somatization still key symptom of
  anxiety in childhood)
• Is nervous.
• Worries about making mistakes.
• Attention Problems (sub-clinical problems may
  cause impairment 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.) (ADHD TRS 60-61, PRS
  64)
• Listens to directions.
• Pays attention.
• Atypicality (preschool imaginary friends persist
  into early elementary school with 27 in
  preschool and 31 at ages 6 and 7, Taylor, M.
  (2004) Developmental Psychology, 40) (ASD TRS
  66-71, PRS 75-76)
• Sees things that are not there.
• Acts strangely.

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BASC2 TRS and PRS Scales

• Conduct Problems
• Lies to get out of trouble.
• Deceives others.
• Depression (clinical sample PRS 76-80, TRS
  65)
• Is sad.
• Seems lonely.
• Functional Communication (MR TRS 32-39, PRS
  29-31 Speech-Lang 41-38 Motor PRS 36-38
  Hearing PRS 42-46)
• Is unclear when presenting ideas.
• Responds appropriately when asked a question.
• Is able to describe feelings accurately.

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BASC2 TRS and PRS Scales

• Hyperactivity (ADHD TRS 61, PRS 64-66
  evidence of cross-cultural validity in Pineda,
  D.A., Aguirre, D.C., Garcia, M.A., Lopera, F.J.,
  Palacio, L.G., Kamphaus, R.W. (in press).
  Validation of Two Rating Scales for ADHD
  Diagnosis in Colombian Children. Pediatric
  Neurology.)
• Cannot wait to take turn.
• Acts out of control.
• Leadership (C, A) (group collaboration assessed)
• Gives good suggestions for solving problems.
• Is good at getting people to work together.
• Learning Problems (TRSC, A) (LD TRS 61-62)
• Had reading problems.
• Has trouble keeping up in class.

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BASC2 TRS and PRS Scales

• Social Skills
• Compliments others.
• Offers help to other children.
• Somatization
• Has stomach problems.
• Complains of being sick when nothing is wrong.
• Study Skills (TRSC, A)
• Reads assigned chapters.
• Tries to do well in school.
• Withdrawal (ASD PRS 72-73, TRS 66-71)
• Avoids other children.
• Quickly joins group activities.

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BASC2 TRS and PRS Composite Scales

• Externalizing Problems
• Hyperactivity
• Aggression
• Conduct Problems (C/A only)
• Internalizing Problems
• Anxiety
• Depression
• Somatization

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BASC2 TRS and 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 (TRSC, A)
• Attention Problems
• Learning Problems

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BASC2 TRS and PRS Composite Scales

• Behavioral Symptoms Index (BSI)
• Hyperactivity
• Aggression
• Depression
• Attention Problems
• Atypicality
• Withdrawal

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BASC2 TRS and PRS Validity Indexes

• F Index
• Consistency Index
• Number of Omitted/Unscoreable Items
• Patterned Responses

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BASC-2 Software

• ASSIST
• Unlimited use
• Basic scoring and reporting
• Fast, efficient item entry with optional
  verification
• Multi-rater report comparisons
• Windows 98 SE and MAC OSX compatible
• Scannable version available for Windows
• Network compatible

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BASC-2 Software

• ASSIST Plus
• Unlimited use
• Advanced scoring and reporting
• DSM-IV diagnostic criteria
• Content scales
• Extended narrative
• Multi-rater report comparisons
• Fast, efficient item entry with optional
  verification
• Windows 98 SE and MAC OSX compatible
• Scannable version available for Windows
• Network compatible

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Terry Mild mental retardation, ADHD combined
type, clinical depression

• 10 year old third grader diagnosed with MR in
  grade 1
• Full Scale IQ 66, Vineland Adaptive Behavior
  Composite 61
• Diagnosed as ADHD in first grade as well
• Ritalin has not worked as well for the past two
  months as she has become more emotional
• Her mother reports I think she needs more nerve
  medicine

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Terrys depression and school stress

• Recent trouble getting to sleep and staying
  asleep
• Recent crying spell at school in the lunch room
• Refusing to go to school and is bullied by others
• She reports, Most of them pick on me and laugh
  about it. When asked why teased she said, Im
  too slow, and I cant do my work.
• She said that the same boy pushes her onto the
  same girls desk every day. The girl gets angry
  at her and Terry feels bad the remainder of the
  day.
• Terry says that the teasing makes her so angry
  that she cries
• Her mother cannot manage her at home. She is
  disobedient and refused to help around the house.
  Her mother is very stressed and says, I cant
  take it any more.

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Terry - Maternal Ratings
25
Terry - Teacher Ratings
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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).

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BASC2 SRP Changes

• Mixed item format (T/F and MC)
• Age range expansion
• College-form edition
• Interview format for ages 67 (available 2005)
• New scales

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Response Format Change Sample Relations with
Parents Item Loadings
Item TF Item MC Item
I like to be close to my parents. .46 .56
My mother and father like my friends. .31 .71
My parents are proud of me. .37 .83
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Response Format Change Sample Depression Item
Loadings
Item TF Item MC Item
I feel like my life is getting worse and worse. .56 .62
I think that nothing about me is right. .44 .72
I feel like I just dont care anymore. .65 .27
30
Response Format Change Sample Anxiety Item
Loadings
Item TF Item MC Item
I worry about something bad happening to me. .61 .38
I worry when I go to bed at night. .50 .79
I worry most of the day. .70 .68
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BASC2 SRP Scales

• Alcohol Abuse (COL)
• Anxiety
• Attention Problems (ADHD SRP-C 58, SRP-A 57)
  (Bipolar SRP-A 61)
• Attitude to School (C, A)
• Attitude to Teachers (C, A)
• Atypicality
• Depression (Depression SRP-A 55)
• Hyperactivity (ADHD SRP-C 57, SRP-A 56)
  (Bipolar SRP-A 59)
• Interpersonal Relations (ASD SRP-C 45, SRP-A
  41) (Bipolar SRP-A 44)

• Locus of Control
• Relations with Parents (Bipolar SRP-A 43)
• School Maladjustment (COL)
• Self-Esteem (Depression SRP-A 43)
• Self-Reliance (Bipolar SRP-A 43)
• Sensation Seeking (A)
• Sense of Inadequacy
• Social Stress (ASD SRP-C 55, SRP-A 57)
• Somatization (A) (Depression SRP-A 56)

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BASC2 SRP Composite Scales

• School Problems (Formerly School Maladjustment
  C, A)
• Attitude to School (C, A)
• Attitude to Teachers (C, A)
• Sensation Seeking (A)

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BASC2 SRP Composite Scales

• Internalizing Problems (Formerly Clinical
  Maladjustment cluster found in US population by
  Kamphaus, DiStefano, Lease, 2003, A Self-Report
  Typology of Behavioral Adjustment for Young
  Children. Psychological Assessment, 15, 17-28)
• Atypicality
• Locus of Control
• Social Stress
• Anxiety
• Depression
• Sense of Inadequacy
• Somatization (A, COL)

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BASC2 SRP Composite Scales

• Inattention/Hyperactivity Composite
• Attention Problems
• Hyperactivity
• Personal Adjustment
• Relations with Parents
• Interpersonal Relations
• Self-Esteem
• Self-Reliance

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BASC2 SRP Composite Scales

• Emotional Symptoms Index (ESI)
• Social Stress
• Anxiety
• Depression
• Sense of Inadequacy
• Self-Esteem
• Self-Reliance (replaces Interpersonal Relations)

36
BASC2 SRP Validity Indexes

• F Index
• L Index (new to C level)
• V Index
• Consistency Index (new)
• Number of Omitted/Unscoreable Items
• Patterned Responding

37
Maleco False Positive

• Third grade boy referred for suspected ADHD with
  an abrupt onset of symptoms of inattention,
  hyperactivity and conduct problems at the
  beginning of second grade. He has been cited for
  hitting others, setting another childs hair
  ablaze, running away from school, teacher
  defiance, cursing, and anger outbursts. He is
  about to be suspended from school unless his
  behavior improves significantly. His teachers
  hope that medication will improve his behavior.

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Maleco - History

• He is an only child who moved across country to a
  new school at the beginning of second grade. Up
  until this time he was raised by his maternal
  grandparents. His development was normal until
  the beginning of second grade and he is
  considered to be an intelligent child by all. He
  was described by his first grade teacher as
  exceedingly well behaved, high achieving,
  obedient, and curious. He has been acting out at
  home with anger outbursts, crying spells, setting
  a garage on fire, and tearing up shrubs in his
  mothers yard. His mother does not think that he
  has any serious problems such as ADHD and is
  concerned about placing him on stimulant
  medication. He is currently receiving play
  therapy to help him control his behavior and
  emotions better.

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Maleco Cognitive Results

• Composite intelligence test score of 118
• Academic achievement test scores ranging from a
  low of 116 in mathematics computation to a high
  of 128 in reading comprehension
• Grades have been all As and Bs but are beginning
  to suffer due to refusal to complete work at
  school

40
Maleco Mothers Ratings
41
Maleco - Teacher Ratings
42
Maleco Self Report

• Scale T-Score
• Anxiety 66
• Depression 75
• Sense of Inadequacy 78
• Social Stress 73
• Atypicality 71
• Locus of Control 59
• Attitude to School 68
• Attitude to Teachers 75
• Relations with Parents 51
• Interpersonal Relations 35
• Self-Esteem 46
• Self-Reliance 36

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Maleco Critical Items

• Life is getting worse and worse
• Sometimes voice tell me to do bad things
• No one understands me
• I cannot stop myself from doing bad things
• I cannot control my thoughts
• Nobody ever listens to me
• Other kids hate to be with me
• I am always in trouble at home
• Sometimes I want to hurt myself
• I give up easily
• Nothing goes my way

44
Assessment forDiagnosis and Classification
(Kamphaus, R. W., Frick, P. J. (2002).
Clinical Assessment of Child and Adolescent
Personality and Behavior. Needham Heights, MA
Allyn Bacon.)

• Assess core constructs/symptoms (DSM IV) and
  severity (rating scales)
• Assess age of onset (history), developmental
  course (history), and multiple contexts (history,
  observations, and rating scales)
• Rule out alternative causes (history and rating
  scales)
• Rule in comorbidities (history, DSM IV, IDEA, and
  rating scales)

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History SDH

• Age and rapidity of symptom onset (e.g. ADHD,
  Pandas - pediatric autoimmune neuropsychiatric
  disorders associated with streptococcal infection
  caused OCD ocfoundation.org differentiates ADHD
  from low birth weight, Johnson-Cramer, N.L.,
  1999. Assessment of school-aged children with
  comorbidity of attention deficit disorder and low
  birth weight classifications, Dissertation
  Abstracts Internationl, Section A Humanities and
  Social Sciences, 59, 7A, 2344)
• Developmental course (e.g. Episodic reading
  problems)
• Assessment of etiology (e.g. Depression
  associated with Interferon therapy for cancer)
• Solution focused intervention design or asking
  when, or under what conditions does she or he
  behave well (e.g. Prozac related relapse or
  Cheryls head banging)
• Assessment of risk and resilience factors (e.g.
  family resemblance for depression, peer substance
  use or abuse, recreational strengths such as
  music or sports)
• Available in Spanish

46
Principles for Interpretation

• All raters possess evidence of validity
• Parent/Teacher predictive validity (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.)
• Teachers accurately assess effects of medication
  (Conners,1956)
• SRP possesses concurrent validity with peer
  ratings (Kamphaus, R. W., DiStefano, C. A.,
  Lease, A. M. (2003). A Self-Report Typology of
  Behavioral Adjustment for Young Children.
  Psychological Assessment, 15, 17-28)
• Simple interpretation schemes work as well as
  complex schemes (Piacentini, 1991)

47
SRP-C Type 9, Internalizing yoked ratings (7.4
of 8-11 year olds, 47f low self-confidence,
uncooperative, too sensitive, anxious/shy,
unhappy/sad, disruptive, loses things, seems odd,
unlikeable, unpopular, fewer friends)
48
Interpretation Step 1 Validity

• Congruence of findings
• Lie index
• F index
• Omitted items
• Patterned responding
• Consistency index
• Reading proficiency

49
Interpretation Step 2 Classification
Adaptive Scales Clinical Scales T-score Range
Very High Clinically Significant 70 and above
High At-Risk 60 69
Average Average 41 59
At-Risk Low 31 40
Clinically Significant Very Low 30 and Below
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Interpretation Step 3. Ratings

• Identify all scales with T scores in the at-risk
  range
• Confirm or disconfirm the importance of each with
  available evidence
• Collect additional evidence as needed
• Draw conclusions regarding classification,
  diagnosis, and intervention

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Impairment and Diagnosis Guidelines

• 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
• lt45 Notable lack of symptomatology

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Report Writing SRP

• ATTITUDE TO SCHOOL Indicates negative attitudes
  toward school child may display or report
• Bad feelings about school
• Boredom in school
• ATTITUDE TO TEACHERS Indicates negative attitudes
  toward teachers child may report
• Not being cared about
• Being treated unfairly
• SENSATION SEEKING
• (ages 12 21 only) Indicates a relatively high
  level of sensation seeking child may report
• Getting into fights
• Taking risks
• ATYPICALITY Indicates an above-average number of
  unusual behaviors or thought child may report
• Lacking thought control
• Hearing strange voices

• LOCUS OF CONTROL Indicates a below-average sense
  of control child may report
• Being controlled by parents
• Bad things happening
• SOCIAL STRESS Indicates a relatively high number
  of stressful feelings in social situations child
  may report
• Being lonely
• Feeling out of place
• ANXIETY Indicates a relatively high number of
  anxious feelings child may report
• Being nervous
• Worrying
• DEPRESSION Indicates a relatively high number of
  depressed feelings child may report
• Not caring about things
• Not feeling understood

53
Report Writing SRP (contd)

• SENSE OF INADEQUACY Indicates a relatively high
  number of feeling of inadequacy child may
  display or report
• Quitting easily
• Sense of failure
• SOMATIZATION (ages 12 21 only)Indicates a
  relatively high number of health worries or
  complains child may excessively complain of
• Headaches
• Stomachaches
• ATTENTION PROBLEMS Indicates problematic levels
  of paying attention child may report
• Having a short attention span
• Forgetting things
• HYPERACTIVITY Indicates problematic levels of
  activity child may report
• Having trouble sitting still
• Being too noisy

• RELATIONS WITH PARENTS Indicates problematic
  relationship with parents child may display or
  report
• Lack of trust
• Not being close with parents
• INTERPERSONAL RELATIONS Indicates relatively poor
  interpersonal relations child may display or
  report
• Not being liked
• Not being respected
• SELF-ESTEEM Indicates below-average levels of
  self-esteem child may display or report
• Concerns about looks
• Wanting to be someone else
• SELF-RELIANCE Indicates below-average levels of
  self-reliance child may display or report
• Lack of dependability
• Difficulty making decisions

54
TRS/PRS Report Writing

• HYPERACTIVITY Indicates problematic levels of
  activity child may display or engage in
• ? Bothering other children
• ? Rushing through things
• AGGRESSION Indicates problematic levels of
  aggression child may display or engage in
• ? Threats
• ? Hitting others
• CONDUCT PROBLEMS
• (ages 6 21 only) Indicates a problematic levels
  of conduct problems child may engage in
• ? Lies
• ? Breaks rules

• ACTIVITIES OF DAILY LIVING Indicates below
  average daily living skills that may include
• Needs help dressing
• Acts safely
• ANXIETY Indicates problematic levels of anxiety
  child may display
• ? Nervousness
• ? Worry
• DEPRESSION Indicates problematic levels of
  depression child may display or complain of
• ? Sadness
• ? Being overwhelmed
• SOMATIZATION Indicates problematic levels of
  somatization child may display or complain of
• ? Headaches
• ? General pain

55
TRS/PRS Report Writing (contd)

• ADAPTABILITY Indicates below-average
  adaptability that may include
• ? Difficulty switching tasks
• ? Difficulty adjusting to change
• SOCIAL SKILLS Indicates below-average social
  skills that may include
• ? Does not complement others
• ? Unwillingness to volunteer
• LEADERSHIP Indicates below-average leadership
  that may include
• ? Indecisiveness
• ? Makes poor suggestions
• STUDY SKILLS (ages 6 21 only) Indicates
  below-average study skills that may include
• ? Incomplete homework
• ? Poor study habits
• FUNCTIONAL COMMUNICATION Indicates below-average
  communication skills that may include
• ? Unclear communication
• ? Cannot describe own feelings

• ATTENTION PROBLEMS Indicates problematic levels
  of paying attention child may display
• ? Trouble listening
• ? Being distracted
• LEARNING PROBLEMS (ages 6 21 only) Indicates
  problems with learning in areas that may include
• ? Reading/math
• ? Organization skills
• ATYPICALITY Indicates problematic levels of
  unusual behavior or thoughts child may display
  or engage in
• ? Strange behavior
• ? Babbling
• WITHDRAWAL Indicates problematic levels of
  withdrawal child may display or report
• ? Trouble making friends
• ? Avoidance of others

56
Assessment for Intervention

• Define target behaviors via history, interviews,
  rating scales, and observations
• Establish baseline behavioral adjustment using
  rating scales and/or observations
• Assess intervention/treatment effectiveness with
  minimum of three (3) rating scales and/or
  observations
• Adjust intervention/treatment based on findings

57
Student Observation System (SOS)

• Both adaptive and maladaptive behaviors are
  observed
• Multiple methods are used including, A) clinician
  rating, B) time sampling, and C) 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 (Lett,
  N. J., Kamphaus, R. W. (1997). Differential
  validity of the BASC Student Observation System
  and the BASC Teacher Rating Scale. Canadian
  Journal of School Psychology, 13, 1-14)

58
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)

59
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 motor movements
• Aggression
• Self-injurious behavior
• Inappropriate sexual behavior
• Bowel/bladder problems

60
Using Part B

• There is typically no need to select target
  behaviors to observe (Tallent, 1999)
• 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 problem
  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 either already familiar to
  the school, or introduced to the teacher ahead of
  time
• Develop a timing mechanism (BASC POP recommended)

61
SOS Part B Scoring

• Response to Teacher/Lesson This category
  describes the students appropriate academic
  behaviors involving the teacher or class. This
  category does not include working on school
  subjects (see Category 3)
• Peer Interaction This category assesses positive
  or appropriate interactions with other students
• Work on School Subjects This category includes
  appropriate academic behaviors that the student
  engages in alone, without interacting with others
• Transition Movement This category is for
  appropriate and nondisruptive behaviors of
  children while moving from one activity or place
  to another. Most are out-of-seat behaviors and
  may be infrequent during a classroom observation
  period.
• Inappropriate Movement This category is intended
  for inappropriate motor behaviors that are
  unrelated to classroom work
• Inattention This category includes inattentive
  behaviors that are not disruptive
• Inappropriate Vocalization This category includes
  disruptive vocal behaviors. Only vocal behavior
  should be checked.

62
SOS Part B Scoring (contd)

• Somatization This category includes behaviors
  regardless of inferred reason (e.g., a student
  may be sleeping because of medication, boredom,
  or poor achievement motivation).
• Repetitive Motor Movement This category includes
  repetitive behaviors (both disruptive and
  non-disruptive) that appear to have no external
  reward. Generally, the behaviors should be of
  15-second duration or longer to be checked, and
  may be more likely to be checked on Part A than
  on Part B because of their repetitive nature.
  They may, however, be checked during either part.
• Aggression This category includes harmful
  behaviors directed at another student, the
  teacher, or property. The student must attempt
  to hurt another or destroy property for the
  behavior to be checked in this category.
  Aggressive play would not be included here.
• Self-Injurious Behavior This category includes
  severe behaviors that attempt to injure ones
  self. There behaviors should not be confused
  with self-stimulatory behaviors. This category
  is intended to capture behaviors of children with
  severe disabilities who are being served in
  special classes in schools and institutions.

63
BASC IDEA

• Impaired relations Social Stress, Interpersonal
  Relations, Social Skills, Relations with Parents,
  Withdrawal, Atypicality
• Inability to learn Learning Problems and any
  clinical scale elevations
• Inappropriate behavior Atypicality, Withdrawal
• Unhappiness/depression Depression, Sense of
  Inadequacy
• Physical symptoms/complaints Somatization

64
Optional Content Scales

• Empirically based scales designed to identify
  potential problems of particular interest that
  may warrant further exploration
• Developed for all levels of TRS/PRS SRP-A and
  SRP-COL levels
• Available only on BASC-2 ASSIST Plus Software

65
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

66
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
  ones affect and emotions in response to
  environmental changes

67
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

68
Optional SRP-A/COL 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
• Ego Strength - The expression of a strong sense
  of ones identity and overall emotional
  competence, including feelings of self-awareness,
  self-acceptance, and perception of ones social
  support network

69
Optional SRP-A/COL Content Scales

• Mania - The tendency to experience extended
  periods of heightened arousal, excessive activity
  (at times with an obsessive focus), and rapid
  idea generation without the presence of normal
  fatigue
• Test Anxiety - The tendency to experience
  irrational worry and fear of taking routine
  structured school tests of aptitude or academic
  skills regardless of the degree of preparation or
  study or confidence in ones knowledge of the
  content to be covered

70
Morgan Chronic depression and anxiety

• Morgan is an 8th grade student referred for
  determination of ADHD and Learning Disabilities.
  Previous diagnoses included Major Depression and
  Generalized Anxiety Disorder, for which she is on
  medication. Morgans current medications include
  Prozac and Respiradol for depression and Zantac
  for stomach pain. She is currently engaged in
  psychotherapy.
• Concentration problems have been particularly
  evident since grade 7. Reportedly, Morgan
  requires absolute quiet to complete assignments
  and she has difficulty remaining on task.
  Morgans mother denied complaints of inattention
  and concentration problems when Morgan was in
  elementary school.
• With regard to academic attainment, Morgan has
  evidenced academic difficulties since grade 2. In
  the past 1 1/2 years her marks have significantly
  decreased.
• Morgans mother indicated that Morgan exhibits
  considerable oppositional defiant behavior with
  temper outbursts when denied a request. Morgans
  mother also noted that she is quite emotional
  with frequent crying outbursts.

71
Morgans BASC Results

• Scale Parent Rating Teacher (English)
  Self-Report
• Hyperactivity 52 55 48
• Aggression 57 49
• Conduct Problems 70 60
• Anxiety 45 63 61
• Depression 100 67 80
• Sense of Inadequacy 72
• Somatization 70 77 65
• Social Stress 63
• Atypicality 68 61 55
• Locus of Control 73
• Withdrawal 84
• Attention Problems 79 70 67
• Adaptability 40 50
• ADL 51 55
• FCom 55 49
• Social Skills 38 38
• Leadership 34 33
• Attitude to School 71

72
Development of the BASC2

• Items selected based on
• Standardized item loading in SEM analyses
• Item-total correlation
• Item bias statistics (5 items removed)
• Construct relevance
• Approximately 1/3 new items on TRS/PRS forms

73
Item Development Sample
Form Items Sample Size
TRS-P 185 1,023
TRS-C 252 2,010
TRS-A 248 1,536
PRS-P 243 1,368
PRS-C 306 2,231
PRS-A 284 1,886
SRP-C 198 2,033
SRP-A 256 3,180
SRP-COL 270 705
74
BASC2 Standardization Sample

• General normative sample was be stratified by
• Sex by race/ethnicity
• Sex by region
• Sex by mothers education level

75
TRS General Norm Sample
Form Ages Female Female Male Male Total
Form Ages N N N
TRS 23 200 50 200 50 400
TRS 45 325 50 325 50 650
TRS 67 300 50 300 50 600
TRS 811 600 50 600 50 1,200
TRS 1214 400 50 400 50 800
TRS 1518 500 50 500 50 1,000
76
PRS General Norm Sample
Form Ages Female Female Male Male Total
Form Ages N N N
PRS 23 250 50 250 50 500
PRS 45 350 50 350 50 700
PRS 67 300 50 300 50 600
PRS 811 600 50 600 50 1,200
PRS 1214 400 50 400 50 800
PRS 1518 500 50 500 50 1,000
77
SRP General Norm Sample
Form Ages Female Female Male Male Total
Form Ages N N N
SRP 811 750 50 750 50 1,500
SRP 1214 450 50 450 50 900
SRP 1518 500 50 500 50 1,000
78
Clinical Norm Samples Offered

• Conditions
• All Clinical Conditions (Ages 4-18), Combined,
  Female, Male
• Learning Disability (Ages 6-18) , Combined,
  Female, Male
• ADHD (Ages 6-18) , Combined, Female, Male
• Age ranges
• 4-5
• 6-11
• 12-18

79
TRS Reliabilities Median Range
Level Alpha Test-Retest
P .86 (.75.92) .83 (.72.92)
C .88 (.78.94) .88 (.65.92)
A .87 (.80.95) .79 (.66.91)
80
PRS Reliabilities Median Range
Level Alpha Test-Retest
P .81 (.70.88) .76 (.66.88)
C .85 (.73.88) .84 (.65.87)
A .85 (.72.88) .82 (.72.87)
81
SRP Reliabilities Median Range
Level Alpha Test-Retest
C .80 (.72.86) .73 (.64.82)
A .80 (.67.88) .75 (.63.84)
82
Effects of Child Sex and Culture

• Parent ratings are invariant in level across 12
  countries with consistent patterns for age and
  child sex (e.g. China, Sweden, India, U.S. etc.
  Crijnen, Achenbach, Verhulst, 1999)
• Teacher and Parent ratings for BASC were
  invariant in level between Medellin, Colombia and
  U.S. with consistent patterns for age and child
  sex (Kamphaus DiStefano, 2001)
• Cluster analyses across metropolitan, rural, and
  Medellin samples reveal a similar structure of
  behavioral adjustment (DiStefano, Kamphaus,
  Horne, Winsor, 2003 Kamphaus, DiStefano
  Lease, 2003 DiStefano Kamphaus, 2001
  Kamphaus, Huberty, DiStefano, Petoskey, 1997).

83
Effects of Culture
84
Effects of Child Sex
85
Its as Easy as ABC (i.e., ASEBA, BASC-2, CRS-R)
A Comparison (2005, National Assoc of School
Psychologists, Atlanta)

• Rob Altmann, MA
• AGS Publishing
• Cecil Reynolds, PhD
• Texas AM University

86
Sample for PRS Studies
PRS-P PRS-C PRS-C PRS-A PRS-A
CBCL CBCL CPRS-R CBCL CPRS-R
Sex F, M 29, 24 31,34 30, 30 35, 32 29, 26
Race AA, H, O, W 3, 7, 1, 42 13, 12, 2, 38 7, 5, 5, 43, 13, 6, 4, 44 11, 4, 3, 37
Region NE, NC, S, W 10, 16, 11, 16 2, 28, 16, 19 6, 28, 18, 8 15, 12, 20, 20 8, 14, 17, 16
Mothers Ed. lt11, HS/GED, 1-3 yrs., 4 yrs. 3, 25, 22, 15 3, 25, 22, 15 1, 19, 21, 19 3, 28, 21, 14 4, 19, 20, 12
87
PRS-P with CBCL 1 ½-5
88
PRS-C with CBCL 6-18
89
PRS-A with CBCL 6-18
90
PRS-C with CPRS-R
91
PRS-A with CPRS-R
92
TRS-P with TRF 1 -5
93
TRS-C with TRF 6-18
94
TRS-A with TRF 6-18
95
TRS-C with CTRS-R
96
TRS-A with CTRS-R
97
Development of PRS and SRP Spanish Forms

• Firm experienced in translating psychological
  tests completed initial translation
• Bilingual psychologists from across US reviewed
  the materials
• Additional rounds of changes made to develop
  standardization item sets
• Psychometric properties of Spanish items were
  evaluated prior to making final item selections
• Forms completed by Spanish speakers were included
  in the norming samples

98
A Comparative Study Using Parent Behavior Rating
Scales, Spanish Editions (2005, National
Association of School Psychologists, Atlanta)

• Rob Altmann, MA
• AGS Publishing
• Randy W. Kamphaus, PhD
• University of Georgia
• AGS Publishing gratefully acknowledges Yahaira
  Marquez for her assistance with this project.

99
Method

• Participants 83 parents from Puerto Rico and 167
  parents from the United States
• Measures
• Parent Rating Scales-Child (Ages 6-11)
• Child Behavior Checklist 6-18 (Ages 6-18)
• Procedure Parents in Puerto Rico were asked to
  voluntarily complete a PRS-C form as part of a
  larger dissertation project parents in the
  United States voluntarily completed the PRS-C
  form as part of the BASC-2 standardization
  project all parents were paid a nominal amount
  for their participation

100
Table 1. Sample Characteristics
Results
United States Puerto Rico
Sample Size 167 83
Median Age (Years) 9 9
Sex (Female, Male) 76, 91 41, 42
Race (Hispanic, White, Other) 167, 0, 0 62, 10, 3
Rater (Mother, Father, Other) 138, 27, 2 77, 3, 3
Rater Education (lt HS, HS/GED, 1-3 yr. college, 4 yr. college) 122, 31, 5, 9 10, 30, 24, 17
Note. 1-4 yr. college for Puerto Rico sample.
101
Table 2. Alpha Reliabilities
United States Puerto Rico Puerto Rico
Composite PRS-C PRS-C CBCL 6-18
Externalizing Problems .90 .89 .88
Internalizing Problems .78 .82 .77
Adaptive Skills .91 .92 --
Behavioral Symptoms Index/Total Problems .92 .91 .89
102
Table 2. Alpha Reliabilities (cont.)
United States Puerto Rico Puerto Rico
Scale PRS-C PRS-C CBCL 6-18
Hyperactivity/ADHD .74 .80 .78
Attention Problems .76 .82 .84
Aggression .79 .75 .89
Conduct Problems/Rule Breaking, Conduct Prob. .76 .81 .50, .67
Oppositional Defiant Prob. -- -- .78
Anxiety/Anxiety-Dep., Anxiety Prob. .61 .71 .72, .63
Depression/Affective Prob. .79 .74 .54
103
Table 2. Alpha Reliabilities (cont.)
United States Puerto Rico Puerto Rico
Scale PRS-C PRS-C CBCL 6-18
Som./Som. Cmp., Som. Prb. .68 .75 .55, .61
Atypicality/Thought Problems .74 .75 .68
Withdrawal/Withdrawn-Dep. .65 .69 .58
Adaptability .67 .71 --
Social Skills/Social Problems .74 .82 .61
Leadership .75 .75 --
Activities of Daily Living .68 .70 --
Functional Communication .76 .79 --
Median (All Scales) .74 .75 .65
104
Table 3. PRS-C and CBCL 6-18 Correlations
CBCL 6-18 CBCL 6-18 CBCL 6-18
BASC-2 Ext. Prob. Int. Prob. Total Prob.
Ext. Prob. .72 .31 .63
Int. Prob. .30 .63 .48
Adt. Skills -.48 -.33 -.60
BSI .69 .52 .78
105
Figure 1. PRS-C and CBCL 6-18 Mean Score
Comparisons
106
PROCESO DE ADAPTACIÓN
1- Traducción de los cuestionarios. 2- Revisión
de la traducción. 3- Elaboración de 2 ítems
nuevos para cada escala. 4- Revisión de los
cuestionarios. 5- Aplicación del S2 y S3 a 170
sujetos de diferentes niveles socioeconómicos
para comprobar la comprensión de los ítems. 6-
Modificación de la redacción de algunos ítems. 7-
Selección ítems en función de índice de
atracción, consistencia interna, correlación y
saturación. 8 Muestra total 1.900 aprox. 9
Fiabilidad Test retest 3 meses.
107
Diferencias en función del sexo T y P
108
BASC Contacts/Information

• psychologicalforum.com includes sample cases,
  research bibliography, and discussion centers for
  BASC users
• Randy Kamphaus, rkamp_at_uga.edu or Cecil Reynolds,
  crrh_at_earthlink.net
• AGS, 4201 Woodland Road, P.O. Box 99, Circle
  Pines, MN 55014-1796 1 800 328 2560
  www.agsnet.com
• PSYCAN Corporation,12-120 West Beaver Creek Road,
  Richmond Hill, Ontario, L4B 1L2, 1 800 263 3558
• Reynolds, C.R. Kamphaus, R.W. (2002). A
  clinicians guide to the BASC. Guilford
  Publications, guilford.com
• TEA Ediciones, Madrid, Manual Moderno, Mexico City