Larry Hanken, PhD

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Larry Hanken, PhD National
Consultant Director, University Alliance Program
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BASC-2

• What
• Multi-method, multi-dimensional, evaluation of
  behavior and self-perceptions of children
• Why
• To facilitate differential diagnosis an
  educational classification of emotional
  and behavior disorders of children
• To aid in the design of a treatment plan
• Provide a triangulated view of problems
• Tied to DSM IV and IDEA

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History of the BASC

• Published in 1992 as a multi-method,
  multidimensional tool, and includes
• Teacher Rating Scales (TRS)
• Parent Rating Scales (PRS)
• Self-Report of Personality (SRP)
• Student Observation System (SOS)
• Structured Developmental History (SDH)
• BASC Monitor for ADHD
• Backed by an extensive research base
• Over 150 dissertations, presentations, articles,
  or providing quality information to clinicians

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The New BASC-2
Multi-Dimensional, Multi-Method

• SDH Structured Developmental History)
• SOS Student Observation System
• BASC 2 POP
• TRS Teacher Rating Scales
• PRS Parent Rating Scales
• SRP Self-Report of Personality
• SRP-Col Self-Report of Personality College
• SRP-C Self-Report of Personality Interview
• PRQ Parent Relationship Questionnaire
• BASC Monitor (ADHD)
• BASC 2 Emotional Behavioral Screener
• BASC 2 RTIs

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BASC-2 Strengths

• Validity scales detect negativity, faking, etc.
• Detects mild behavior problems
• Optional specific Content Scales, e.g.
• Anger, Executive Functioning, Bullying
• Choice of norms
• New specific clinical norms
• Differentiates between hyperactivity and
  attention problems

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BASC-2 New

• SRP-I Self-Report of Personality Interview
• Ages 6-7
• Eliminates need for reading ability
• Child-Parent Relationship Form
• Parent Relationship Questionnaire
• Behavior Emotional Screener
• College Self Report of Personality

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Additional Components

• Spanish-Language SRP, SDH, and PRS forms
• BASC Spanish version for Spain and Latin America
• Spanish English administration CDs
• Parent Feedback Forms
• BASC Portable Observation Program

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BASC-2 Standardization Sample

• Normative sample by
• 13,000 in norms (46,000 in data base)
• Sex
• Race/ethnicity
• Region
• Mothers education level
• Clinical category

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BASC-2 Clinical Norms (158-162)

• Attention Deficit/ Hyperactivity
• Bipolar Disorder
• Depression Disorder
• Emotional/Behavioral Disorder
• Hearing Impairment
• Learning Disability
• Mental Retardation or Developmental Delay
• Motor Impairment
• Pervasive Developmental Disorder (e.g. Autism)
• Speech or Language Disorder

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Clinical Norm Samples Offered

• Most were receiving Special Ed. services
• Conditions
• Clinical conditions (Ages 4-18)
• Combined female and male
• Learning disability (Ages 6-18)
• Combined, female, and male
• ADHD (Ages 6-18)
• Combined, female, male
• Age ranges
• Pre 2.5-5, Child 6-11, Adolescent 12-21

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Structured Developmental History

• Social
• Psychological
• Developmental
• Educational
• Medical

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Parent Relationship Questionnaire

• A questionnaire completed by a parent or
  caregiver that provides information on
• Parenting style
• Parenting confidence
• Stress
• Satisfaction with the childs school

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Parent Relationship Questionnaire

• Multiple dimensions relevant to the development
  of strong and healthy parent-child relationships
• Normative sample (4,700) matched to U.S. Census
  for males and females
• Items written at a third grade level
• CD administration if appropriate
• Multiple validity indexes
• Hand scored, computer entry, scannable
• Extensive computer report with longitudinal
  tracking

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Parent Relationship Questionnaire

• Two levels
  
  
• Preschool ages 2.5 5
• 45 Items
• Child/Adolescent ages 6 71
• 71 Items
• Scoring results reported in
• Linear T-Scores
• Percentiles

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Questionnaire Scales

• Attachment
• Communication
• Discipline Practices
• Involvement
• Parenting
• Satisfaction With School
• Relational Frustration

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Questionnaire Scales

• Attachment
• The affective, cognitive, and behavioral
  relationship
• Communication
• The quality of information exchanged and
  listening skills promoting trust
• Discipline Practices
• Consistency of consequences or punishment as
  well as rule establishment and adherence to rules

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Questionnaire Scales cont

• Involvement
• Parent child participation in common activities
  and parent knowledge about those activities
• Parenting Confidence
• The comfort, control, and confidence in making
  parenting decisions and process
• Satisfaction With School
• Parents belief that the school is meeting their
  childs needs
• Relational Frustration
• The stress the parent experiences relating to
  the behavior and affect of the child

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Behavioral and Emotional Screening System
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Behavioral and Emotional Screening System

• The BASC-2 Behavioral and Emotional Screening
  System is a reliable, quick, and systematic way
  to determine behavioral and emotional strengths
  and weaknesses

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Behavioral and Emotional Screening System

• Screening for potential problem behaviors
• Identifying problems associated with developing
  and maintaining positive relationships with
  others
• Screening for behavioral and emotional
  functioning of children and adolescents

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Behavioral and Emotional Screening System

• For Preschool and grades K-12
• Brief screeners that can be completed by parent,
  teacher or student
• Designed to screen large groups of children at
  once
• Screening for the presence of behavioral and
  emotional problems that may require further
  assessment or intervention

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Behavioral and Emotional Screening System

• For use in Schools
• Can provide schools with an objective, efficient,
  and systematic way to identify children who may
  develop academic or other school-related
  problems.
• Used as part of an overall behavioral and
  emotional identification and intervention program

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Behavioral and Emotional Screening System

• Teacher Form
• Preschool (25 items, ages 3-5)
• Child/Adolescent (27 items, grades K-12)
• Parent Form
• Preschool (30 items, ages 3-5)
• Child/Adolescent (30 items, grades K-12)
• Student Form
• Child/Adolescent (30 items, grades 312)

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Behavioral and Emotional Screening System

• Teachers complete a form for each student .in a
  classroom
• Parents can complete forms during parent .visit
  to school (e.g., conferences) or at .home
• Students can complete forms in classroom .or
  outside of classroom

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Behavioral and Emotional Screening System

• Forms will be scannable
• One set of forms, all scannable
• ASSIST allows scanning or computer entry
• One ASSIST
• Forms can be hand-scored using manual
• Mail-in scoring services available

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Norms

• Total Sample Size 12,350
• Combined and separate-sex norms for
• Samples matched to U.S. population for
• Race, Region, SES
• Based on data collected during BASC-2
  Standardization project

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Scoring/Interpretation

• Items are summed to form a Total Score
• High score reflects more problems
• Items represent
• Externalizing Problems,
• Internalizing Problems,
• School Problems
• Adaptive Skills

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Scoring/Interpretation

• Raw Scores, T Scores (M50, SD10), .Percentiles
• Risk Level for Behavioral and .Emotional Problems
• 20 to 60 Normal
• 61 to 70 Elevated risk
• 71 or higher Extremely Elevated risk

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Reliabilities

• All internal consistency reliability estimates
  are .90 or above, ranging from .90 to .97
• Median Test-Retest Reliability is .83, ranging
  from .80 to .90
• Median Other-Rater Reliability is .81, ranging
  from .71 to .83

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Correlations Between Total Score and BASC-2 TRS,
PRS, SRP (Preliminary)

• Within form (e.g., Teacher) Total Score
  correlations with
• BSI/ESI .86 to .94
• Externalizing Problems .79 to .82
• Internalizing Problems .52 to .84 (Student Form
  highest)
• School Problems .70 to .89
• Adaptive Skills -.77 to -.88

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BASC-2 Behavioral and Emotional Screening
SystemSoftware/Reports Overview
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Individual Reports

• Can include in a single report results from
  multiple forms completed during the same time
  period
• Progress report option that spans across form
  levels (teacher and parent)
• Reports provide results from
• Validity indexes
• Total Score, along with
• Classification rating for risk level for
  behavioral or emotional Problems

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Student Observation (System SOS)

• Less vulnerable to bias than rating scales
• No extensive training required
• Become familiar with behavior definitions in
  advance (see p. 54 in manual)
• More reliable with more observations
• Has 4 Adaptive Behaviors and 9 Problem Behaviors
  (in order of frequency)

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Student Observation System

• 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)

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

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BASC Portable Observation System

• A portable software application allowing users
  to .....record observations electronically
• A cross platform software program for use with
• Program starts flashing 5 seconds before time
  .....sample interval
• Then observe for 3 seconds
• Then record by category in Part A
• Laptops (Windows OS and Mac OS)
• Personal Digital Assistant (Palm OS Pocket PC
  OS)

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Teacher Rating Scales (TRS)

• Includes scales and items that are directly
  relevant to the school setting
• 10-15 minutes to complete
• Intended for multiple informants
• For those who have had extended opportunities to
  observe child
• At least a month of daily contact or more?
• Teachers who have organized classes preferred
• Never means you have not observed it
• A biggy

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Parent Rating Scales (PRS)

• Has behavior items and scales that parents have
  special knowledge of
• Does not have School Problems items
• 10-20 minutes to complete
• 4th grade reading level (page 102)

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Parent Rating Scales

• Parent with most recent and frequent contact
• Both parents preferred
• To be done on their own
• Parents are better at reporting internalizing
• Research mothers tend to be more valid raters,
  why?

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Fathers and Daughters

• British study involving 3000 kids
• Fathers interest in his childs education at age
  10 predicted daughters achievement at age 26
  but not the sons
• The more interested the father was, the likelier
  the daughter became an educated adult
• 2 out of 3 fathers thought their relationship
  with their daughters makes little difference
• Ann Pleshette Murphy
  Parade Magazine, 6/18//06,

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BASC-2 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 Problems (TRSC, A)
• Withdrawal

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BASC-2 TRS and PRS Scales

• Activities of Daily Living (PRS only)
• Acts in a safe manner
• Needs to be reminded to brush teeth.
• Organizes chores or other tasks well
• Adaptability (new to A)
• Adjusts well to changes in family plans
• Recovers quickly after a setback
• Aggression (physical and verbal)
• Hits other children
• Seeks revenge on others

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BASC-2 TRS and PRS Scales

• Anxiety
• Is nervous
• Worries about making mistakes
• Attention Problems
• Listens to directions
• Pays attention
• Atypicality
• Sees things that are not there
• Acts strangely

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BASC-2 TRS and PRS Scales

• Conduct Problems
• Lies to get out of trouble
• Deceives others
• Conduct Disorder
• Characterized by anti-social behavior and is
  frequently associated with low self esteem, poor
  frustration tolerance, lack of empathy, risk
  taking behaviors, and impairments in relationships

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BASC-2 TRS and PRS Scales

• Depression
• Is sad
• Seems lonely
• Functional Communication
• Is unclear when presenting ideas
• Responds appropriately when asked a question
• Is able to describe feelings accurately

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New TRS/PRS Scale Definitions

• Activities of Daily Living
• Skills associated with performing basic, everyday
  tasks in an acceptable and safe manner
• PRS Only
• Functional Communication
• Ability to express ideas and communicate in a way
  others can easily understand

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BASC-2 TRS and PRS Scales

• Hyperactivity
• Cannot wait to take turn
• Acts out of control
• Leadership (C, A)
• Gives good suggestions for solving problems
• Is good at getting people to work together

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BASC-2 TRS and PRS Scales

• Learning Problems (TRSC, A)
• Has reading problems
• Has trouble keeping up in class
• Social Skills
• Compliments others
• Offers help to other children

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BASC-2 TRS and PRS Scales

• Somatization
• Has stomach problems
• Complains of being sick when not
• Study Skills (TRSC, A)
• Reads assigned chapters
• Tries to do well in school
• Withdrawal
• Avoids other children
• Quickly joins group activities

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Self-Report of Personality (SRP)

• SRP items
• Statements of childrens and adolescents own
  feelings, attitudes, and beliefs
• Really a personality scale
• Takes 20-30 minutes
• 3rd grade reading level
• Mostly internalizing emotions

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BASC-2 SRP Changes

• Age range expansion
• Interview format for ages 67
• College-form edition
• Mixed item format (T/F and MC)
• Has unique Alcohol Abuse scale
• College only, Why?
• New scales and content scales

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BASC-2 SRP Scales

• Alcohol Abuse (College)
• Anxiety
• Attention Problems
• Attitude to School (C, A)
• Attitude to Teachers (C, A)
• Atypicality
• Depression
• Hyperactivity
• Interpersonal Relations

• Locus of Control
• Relations with Parents
• School Maladjustment (C)
• Self-Esteem
• Self-Reliance
• Sensation Seeking (A)
• Sense of Inadequacy
• Social Stress
• Somatization (A)

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BASC-2 TRS/PRS Composite Scales

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

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BASC-2 TRS/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 (TRS-C, A)
• Attention problems
• Learning problems

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BASC2 TRS/PRS Composite Scales

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

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BASC-2 SRP Composite Scales

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

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BASC-2 SRP Composite Scales

• Internalizing Problems
• Formerly Clinical Maladjustment
• Atypicality
• Locus of Control
• Social Stress
• Anxiety
• Depression
• Sense of Inadequacy
• Somatization (A, COL)

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BASC-2 SRP Composite Scales

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

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BASC-2 SRP Composite Scales

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

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SAD Triad

• Social Stress, Anxiety, Depression
• Indicates severe emotional disturbance
• Great tension
• Severe acute distress
• High scores 65 significant
• Score 65 may be suicide risk

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Content Scales

• Empirically based scales
• Designed to identify potential problems
  warranting further exploration
• Developed for all levels of TRS/PRS, SRP-A,
  and SRP-COL levels
• Items for each scale are in Appendix F
• Available only on BASC-2 ASSIST Plus

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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

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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

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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

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TRS/PRS Content Scales

• Developmental Social Disorders
• Behaviors characterized by deficits in social
  skills
• Communication, interests, and activities.
• May include self-stimulation, withdrawal, and
  inappropriate socializations
• Emotional Self-Control
• Ability to regulate ones affect and emotions in
  response to environmental changes

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Optional SRP-A/COL Content Scales

• 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

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University of Nebraska Study

• Teachers failed to identify 66 of self
  acknowledged male bullies
• Boys use taunts or threats
• Teachers failed to identify 68 of female victims
• Girls use rumors or inflict social ostracism
• Child Development Journal
• 47 of 6th Graders said they were bullied at
  least once in five school days
• National Institute of Child Health
  and Human Development (1998 Survey)
  Adrienne Nishina, UCLA, Child Development
  Journal, March/April 2005

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Interpretation Step 1 Validity

• 1. Congruence of findings
• 2. Lie index
• 3. F index
• 4. Omitted items
• 5. Patterned responding
• 6. Consistency index
• 7. Reading proficiency

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BASC2 SRP Validity Indexes

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

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Interpretation Validity-F Index

• On all TRS, PRS, and SRP forms
• Tendency to be excessively negative
• Based on items marked Almost Always for
  negative items and Never for positive items
• Can be due to extreme behaviors so look at items
  marked
• If F too high, do not use scores if reporting,
  that respondent was excessively negative

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F Index on SRP

• Faking bad
• Want to look severely disturbed
• An abnormally high number of symptoms that do not
  correspond to any known disorder
• Could be in acute psychological distress
• Could be a cry for help

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Validity L Index

• On SRP only
• L stands for lying called faking good
• Extremely positive, idealized picture of self
• Painting a socially desirable picture
• Based on endorsing unrealistic positive
  statements
• May be due to lack of awareness or poor reading
  ability
• An attempt to deny problems

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Validity Consistency Index

• On all TRS, PRS, and SRP forms
• Computer scored only
• Based on giving different responses to .items
  that should be answered similarly
• Possibly more than one respondent completing the
  same form
• Could be due to poor reading ability

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Validity Response Pattern Index

• On all TRS, PRS, and SRP forms
• Computer scored only but can eyeballed
• Based on repeated and cyclical scoring
• Examples T, F, T, F or 1, 2, 3, 1, 2, 3,
• Computer index A valid response pattern is in
  the middle not one extreme or the other

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Interpretation Choice of Norms

• General norms should be used in most cases
• Sex differences are reflected in the general
  norms, NOT the sex specific norms
• Males aggression score higher with general norms
• Females anxiety/depression scores higher with
  general norms