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To aid in the identification and differential diagnosis of emotional/behavior disorders in children and adolescents.
Ages 2:0-21:11 (TRS and PRS);
6:0 through college age (SRP)
10-20 minutes (TRS and PRS), 30 minutes (SRP)
Steps to Administering:
Select the Rater
Complete the Record Form
Check the Completed Form
The Behavior Assessment System for Children, Second Edition (BASC-2), is a behavioral assessment designed for use in evaluating children and adolescents with cognitive, emotional, or learning disabilities. The BASC has a comprehensive set of rating scales and forms that assess child behavior from teacher, parent, and self perspectives. The scales and forms include the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH).
The SRP, the TRS, and the PRS yield scores in T-score units and percentiles based on either a national norm group, by gender in the norm group, or in comparison to clinical population. The ratings produce various scales and composites; these may be contrasted and compared to identify relative strengths and weaknesses. Both the SDH and the SOS have no norms and little specific guidance for how they are to be interpreted, relying on the users’ professional training.
High internal consistency and high to low test-retest reliability and interrater reliability. Highest test-retest correlations for the TRS and PRS are Hyperactivity, Agression, Atypicality, Withdrawal, and Attention Problems.
Construct validity for internalizing and externalizing dimensions of the BASC-2 scales is supported by results of factor and structural equation analyses. Criterion-related validity is satisfactory for the three scales. Support has been found for the validity of the PRS and TRS for assessment and identification of children with ADHD. A variety of instruments have used in correlation studies.
There are four sets of norms:
General Norms that are based on the latest U.S. Census population characteristics,
Designed “to facilitate the differential diagnosis and educational classification of a variety of emotional and behavioral disorders of children and to aid in the design of treatment plans.” School and clinical psychologists as well as mental therapists can use this assessment to differentiate between hyperactivity and attention problems. It can identify behavior problems as required by IDEA and used for the development of Functional Behavioral Assessments, Behavioral Intervention Plans, and Individualized Educational Plans.
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