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BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN (BASC - 2)

BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN (BASC - 2). ACHENBACH SYSTEM OF EMPIRICALLY BASED ASSESSMENT (ASEBA). Similarities & Differences. BASC - 2. ASEBA.

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BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN (BASC - 2)

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  1. BEHAVIORAL ASSESSMENT SYSTEM FOR CHILDREN (BASC - 2) ACHENBACH SYSTEM OF EMPIRICALLY BASED ASSESSMENT (ASEBA)

  2. Similarities & Differences BASC - 2 ASEBA • Assists in educational classification of a variety of emotional and behavioral disorders of children; aids in the design of treatment plans • Ages 2 to 25 • Scores: Attitude to school/teachers, self-esteem, relations with parents, social skills, learning, withdrawal • Assesses competencies, adaptive functioning, and behavioral, emotional, and social problems • Ages 18 months to 90+ • Scores: Withdrawal, Sleep problems, Self- control, Learning, rule-breaking behavior, family/spouse/friends/job related concerns

  3. Forms BASC - 2 ASEBA • Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH) • Translated into 74 languages • 120 items • Child Behavior Checklist (contains a Language Development Survey), Teacher Report Form, Youth Self-Report Form • Translated into 84 languages • 113 (school age) and 100 (preschool age) items

  4. Administration 10-20 minutes (TRS and PRS), 30 minutes (SRP) Self Teachers Parents Psychologists

  5. Administration 15-20 mins; 60-90 mins (LDS) Parents – Child Behavior Checklist Teachers – Teacher Report Form Youth Self-Report Form – 11 to 18 years old Master’s degree level

  6. Scoring

  7. Scoring cont. BASC – 2 ASEBA • 4-point response scale • By hand or computer (BASC Assist and BASC Assist Plus) • Scores are based on national norms and can be separated by age grouping, gender, or clinical status • Cut scores are customizable based on a desired T score or number of children in a specific outcome category. • Separate scoring profiles for boys and girls ages 6 to 11 and 12 to 18 • By hand or computer • 0 = not true; 1 = somewhat or sometimes true; or 2 = very true or often true • T scores and percentile rank scores are compared to the normative sample to determine if a child’s score differs from what is considered typical of a child that age and gender.

  8. Cost BASC - 2 ASEBA • Hand Scored Starter Set, English $485 vs. English & Spanish $564 • Preschool computer kit $295 vs. hand kit $160 • School age computer kit $395 • Adult computer kit $245 vs. hand kit $230 • Older adult computer kit $245 vs. hand kit $230

  9. Reliability cont. BASC – 2 ASEBA • Manual includes detailed internal consistency, test-retest reliability estimates, and inter-rater reliability • Internal consistency coefficients are generally high for all three measures (TRS, PRS, and SRP) • The test-retest reliabilities were based on a median time span of about 6 weeks • Manual includes detailed internal consistency and test-retest reliability estimates • Results are separated by group: preschool, school, adult, older adult • Forms for parents, teachers, and self-reports all show strong test-retest reliabilities, however; usual test-retest time interval is 1 week to 15 days

  10. Validity BASC - 2 ASEBA • Includes checks to guard against untruthful or biased responding, misunderstandings or carelessness by the raters, and other potential threats. • Internal consistency coefficients are generally high for all three measure. • TRS – low to mid .90s • PRS – low to mid .90s • SRP – mid to high .80s • Psychometric properties are generally strong. • For the CBCL/6-18, internal consistency reliability ranged from .55-.90 for Competence and Adaptive scales, from .71-.97 for the Syndrome scales, and from .67-.94 for the DSM-Oriented scales. • Mean test-retest reliability ranged from .88-.90, .79-.88, and .85-.90 for 8- or 16-day intervals for CBCL/6-18, YSR, and TRF, respectively.

  11. Normed Sample BASC - 2 ASEBA • Norm groups used represent the population of U.S. children aged two and a half to 18, including a representative sample of exceptional children. • Over 13,000 cases were included for ages 2-18 in the general norm sample. • The clinical norms were drawn from 1,779 children, ages 4-18, who were identified by parents as having a clinical diagnosis or classification. • The scoring profile for the CBCL/6-18 was normed on a sample of 1,753 children who had not been referred for professional help within the preceding 12 months. • 48 states were represented in the sample and were stratified by socioeconomic status, ethnicity, and region. • Separate norms are provided for boys and girls ages 6 to 11 and 12 to 18.

  12. BASC-2 • Tells the practitioner next to nothing about treatment implications. • No clear way to integrate the information from all of the different components of the system, especially for the hand-scored tool. • Does not provide a defensible method of directly observing the child's behavior and functioning in the relevant setting. • Easy to score. • Reliability and validity data is expressed clearly. • Manual is very thorough, with detailed chapters on the use and interpretation of each component.

  13. ASEBA Pros Cons • Well-researched, empirically derived battery of tools that allows a clinician to assess a wide range of behaviors across a variety of settings • Manuals are clear and provide technical information in an understandable format • Forms are not so simple to complete as items are not in one format • Scoring is not clear-cut • Psychometric properties are stronger for the school-aged versions than for the preschool versions

  14. Conclusion BASC - 2 Easy to score Quick Easy to conduct Applies a triangulation method for gathering information: analyzes the child’s behavior from three perspectives—self, teacher, and parent—you get a more complete and balanced picture Facilitates the design of treatment plans

  15. References Achenbach, T. (2010). Achenbach system of empirically based assessment. Retrieved November 5 2010, from http://www.aseba.org. Achenbach, T.M., Rescorla, L.A., McConaughey, S.H., Pecora, P.J., Wetherbee, K.M., Ruffle, T.M., Newhouse, P.A. (2004). Achenbach system of empirically based assessment. Retrieved November 5 2010, from Mental Measurements Yearbook with Tests in Print database. Reynolds, C.R., Kamphaus, R.W. (2004). Behavior assessment system for children, second edition. Retrieved October 24 2010, from Mental Measurements Yearbook with Tests in Print database. Reynolds, C.R., Kamphaus, R.W. (2004). Behavior assessment system for children, second edition. Retrieved October 24 2010, from http://psychcorp.pearsonassessments.com. Timmons, J. (2006). Directory of commonly used published tests. Retrieved November 5 2010, from http://www.ncwd-youth.info/assets/guides/assessment/directory_of_tests.pdf.

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