Assessment Consultant Pearson PsychCorp Agenda History and development of the BASC Revision goals for BASC3 Introduction to the BASC3 family of tools Indepth look at TRSPRSSRP BASC3 norms ID: 759416
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Slide1
1
Introductionto
Gail C. Rodin, PhDAssessment ConsultantPearson/PsychCorp
Slide2Agenda
History and development of the BASCRevision goals for BASC-3Introduction to the BASC-3 family of toolsIn-depth look at TRS/PRS/SRPBASC-3 normsInterpreting BASC-3 Q-global reports
2
Slide3Why assess behavior?
3
Slide4The 20/20 Problem
Of the 20% of childrenwho have a mental health disorder only 20% receive services
4
Slide5Social and Emotional Barriers Can Also Lead to . . .
More than half of students identified as having significant emotional or behavioral problems drop outOf those that remain in school, only ~42% graduate with a diplomaMore than 80% of adult prison inmates are dropouts
5
Decreases in:
Teacher retentionStudent achievementGraduation ratesStudent engagement
Increases in:
School violence
Bullying
Suicide
Challenging behaviors
Smoking and substance abuse
Slide6Disproportionate Representation in Education
African American students ages 6 to 21 are:2.86 times more likely to be identified with an Intellectual Disability2.28 times more likely to be identified with EBD African American youth account for:28% of all juvenile arrests, and 58% of youth admitted to a state prison . . . . . . despite being only 16% of the population
Copyright ©2014. Pearson Clinical Assessment. All rights reserved.
Slide7Disproportionate Representation in Education
African Americans are 3.5 times more likely than whites to be suspended or expelled from schoolSuspension from school is the major reason for dropping outBeing suspended even once by 9th grade doubles the probability of dropping out (from 16% to 32%)
Copyright ©2014. Pearson Clinical Assessment. All rights reserved.
Slide8Why assess behaviorusing a broadband measure?
8
Slide9American Academy of Pediatrics Report on Diagnosis of ADHD
In 2000, American Academy of Pediatrics (AAP) released report on diagnosis of ADHD
(AAP Committee on Quality Improvement, 2000)
Noting that ADHD is a common problem –
and increasingly becoming a controversial one –
they recommended a broad diagnostic work-up
that is largely behaviorally based
Slide10AAP Recommendations
The assessment of ADHD should include information:
Obtained:
Directly from parents or caregivers
-and-
From a classroom teacher or other school professional
Regarding:
The core symptoms of ADHD in various settings
Age of onset
Duration of symptoms
Degree of functional impairment
Slide11AAP Recommendations
Evaluation of a child with ADHD should also include assessment for co-existing conditions
Learning and language problems
Aggression
Disruptive behavior
Depression or anxiety
Why?
As many as one-third of children diagnosed with ADHD also have a co-existing condition
Slide12Broad-band Assessment is Necessary for Accurate Differential Diagnosis
Along with others (e.g., Goldstein, 1999), AAP recognizes the need for a broad-based assessment of behavior and affect of children suspected of having ADHD“You can’t find what you don’t look for”but. . . .“Don’t presuppose what you’ll find”
These recommendations apply equally well
to all diagnoses of childhood psychopathology
Slide13History and development of the basc
13
Slide14Original BASC Model
Slide15Six Major Goals of All BASC Versions
Facilitate accurate
differential diagnosis
of emotional
and behavioral problems in ages 2 – 21
Facilitate accurate determination of
eligibility
for participation in federally reimbursed programs under IDEA
With emphasis on EBD classification
Aid in design of effective
treatment and intervention
plans
Bring together traditional, tried and true concepts
with
new constructs and ideas
on diagnosis
Provide
continuity
of assessment across entire school age range for both clinical and research purposes
Highlight emotional and behavioral
strengths
– the positive
side of behavior – not just problem behavior
Slide16BASC-3 Revision Goals
Maintain measurement integrity and
quality
Improve
integration
of components
Improve item
content
, scale
reliability
, and score inference
validity
Offer
new content scales
without significantly lengthening rating scales
Enhance
flexibility
of administration and reporting options
Enhance
progress monitoring
Enhance links to, and implementation of,
verified
intervention
strategies
Slide17Additions to Original Model
Parenting Relationship Questionnaire (PRQ)To enhance understanding of child-parent interactionBehavioral and Emotional Screening System (BESS)Flex Monitor and Fixed Monitoring formsLinks to, and materials for, verified effective interventions
BASC-3 now a multi-dimensional,
multi-method approach
to assessing and treating
child and adolescent EBDs
Slide18BASC-3 family of tools
18
Slide19Comprehensive Behavior Management Solution
19
Behavioral and Emotional
Screening System(BESS)
Intervene
Assess
Screen
Monitor
BASC-3 Rating Scales
- Teacher Rating
Scales (TRS)
- Parent Rating
Scales (PRS)
- Self-Report of
Personality (SRP)
Parenting
Relationship
Questionnaire
(PRQ)
Structured
Developmental
History(SDH)
Student Observation System(SOS)
Behavior
Intervention Guide
Behavioral and EmotionalSkill-BuildingGuide
Flex Monitor
Student Observation
System
(SOS)
Slide20BASC-3 Administration and Scoring Options
20
One version of paper record form
- Replaces hand-scoring, computer entry, and scanned forms Requires separate worksheets for hand scoring
Paper
Pay per reports
- Include on-screen administration, scoring, and reporting Unlimited-use scoring subscriptions - Include scoring and reporting only - No on-screen administration
Digital
Options
Hand Scoring
Administration: Paper Scoring & Reporting: Paper
Hybrid Administration: Paper Scoring & Reporting: Q-global unlimited use subscription
All Digital Administration: Q-global Scoring & Reporting: Q-global pay per reports
Slide21Multi-dimensional, Multi-method System
Measures different aspects of behavior and personality
Includes:
Positive, adaptive dimensions
Negative, clinical dimensions
Uses multiple methods to collect information
History
Observation
Rating scales
Self-report
Relationship questionnaire
Slide22Stage 1: Behavioral and Emotional Screening System (BESS)
Ages 3 - 18Designed to quickly and efficiently assess behavioral and emotional risk and overall mental health statusVariety of uses:Group-wide screening in schoolsTier 1 toolGeneral measure of functioning in settingswhere it is prohibitive to administer longerTRS/PRS/SRP forms
22
Slide23Stage 1: Behavioral and Emotional Screening System (BESS)
Teacher, Parent, and Self-Report formsScores include:Behavioral and Emotional Risk Index (T, P, S)Internalizing Risk Index (T, P, S)Externalizing Risk Index (T, P)Adaptive Skills Risk Index (T, P)Self-regulation Risk Index (S)Personal Adjustment Risk Index (S)
23
Slide24Stage 1: Behavioral and Emotional Screening System (BESS)
Q-global administration, scoring, and reportingGroup-level administration mode for self-report formIndividual and group-level reportsTest period/progress reportsE.g., Fall and Spring
24
Slide25Screening Practicalities:
Explain purpose and benefits of screeningEncourage family decision making/protect student and family privacyEducate teachers about confidentialityDo not share individual results with teachers – only school-wide resultsGuard against labelingDevelop a plan for communicating information to teachersDevelop plan for informing parents, obtaining consent, and opt out procedures (include second gate)Provide clearly written, family-friendly information that outlines the benefits of preventionProvide prompt answers and additional information to any parents who expresses concern
25
Slide26Words of Wisdom from Randy Kamphaus
No “Child Find” effort is in placeSchools routinely engage in universal screenings for vision, hearing, speech/language, and academic problems to mitigate risk, but not behavioral/emotional problemsWe need to start thinking more like pediatricians who monitor a child’s medical conditionHuman judgment lacks evidence of reliability and validityWe can’t fix human judgmentNobody knows what the appropriate frequency of screening should beUse screening tools to help with the over-identification of boys (3 to 1 ratio)Screening decreases ratio to 2 to 1Create your own referral system before others create for you!
26
Slide27Stage 2: BASC-3 Rating Scales (TRS, PRS, and SRP)
TRSComprehensive measure of both adaptive and problem behaviors in the school settingCompleted by teachers or others in similar roleThree forms: Preschool (ages 2 – 5)Child (Ages 6 – 11)Adolescent (Ages 12 – 21) 10 – 15 minute completion time
27
Slide28Stage 2: BASC-3 Rating Scales (TRS, PRS, and SRP)
PRSComprehensive measure of child’s adaptive and problem behaviors in community and home settingsCompleted by parents or caregiversThree forms: Preschool (ages 2 – 5)Child (Ages 6 – 11)Adolescent (Ages 12 – 21) 10 – 20 minute completion time
28
Slide29Stage 2: BASC-3 Rating Scales (TRS, PRS, and SRP)
SRPOmnibus personality inventory consisting of T/F and four-point scale of frequency questions Completed by child or adolescentThree forms: Child (ages 8 – 11)Adolescent (Ages 12 – 21)College (Ages 18 – 25)Also, SRP-I (Interview version) for children ages 6 – 7 20 – 30 minute completion time
29
Slide30TRS, PRS, and SRP – What’s New?
On average, across TRS and PRS forms, 32% new itemsEach Content Scale now includes a few items unique to scaleSignificant addition to Executive Functioning items and coverageFour new subscales (Q-global scoring only): Attentional ControlBehavioral ControlEmotional ControlProblem SolvingSignificant addition of Developmental Social Disorder items
30
Slide31TRS, PRS, and SRP – What’s New?
Slide32TRS, PRS, and SRP – What’s New?
Hand Scoring Worksheet replaces carbonless forms4-page, 11” x 17” folded sheetTransfer responses to WorksheetSum responses and look up T-scores, similar to existing forms
Page 1
Page 3
Page 2
Page 4
X
Slide33Completing the SRP-I
Used with children ages 6 and 7On BASC-2, examiner read items to childNow a structured interview, similar to Vineland-IIInterviewer asks child series of Yes/No and open-ended questionsAdministration time typically 25 minutes or lessDetailed administration instructions on pp. 13 – 14of BASC-3 Manual
33
Slide34Changes to BASC-3 SRP-I
Wanted to get more out of 1-on-1 session than simple Yes/No responsesChild is now asked to expand on his/her answers, providing clinically rich informationCan be a lot of variability in how younger children interpret questionsEspecially when asking about wide variety of problem areasMethod used on the SRP-I provides much more natural way for children to provide information useful for cliniciansAlso better accommodates children who think differently
34
Slide35SRP-I Interpretation
Slide36Changes to BASC-3 SRP-I
New format also likely to take less timeFor many children, not all questions requiredWhen same amount of time required, likely to yield much more information than previous version
36
Slide37In-depth look at BASC-3 TRS & Prs
37
Slide38BASC-3 Scale Types
38
Scale Type
Description
Clinical
Measure maladaptive behaviors
High scores indicate problematic levels of functioning
Items are unique to a Clinical scale
Adaptive
Content
Composite
Indexes
Slide39TRS/PRS Clinical Scales
Clinical ScaleDescriptionAggressionTendency to act in a verbally or physically hostile manner that is threatening to others about real or imagined problemsAnxietyTendency to be nervous, fearful, or worried Attention ProblemsTendency to be easily distracted and unable to concentrate more than momentarilyAtypicalityTendency to behave in ways that are considered “odd” or commonly associated with psychosisConduct ProblemsTendency to engage in antisocial and rule-breaking behavior, including destroying propertyDepressionFeelings of unhappiness, sadness, and stress that may result in an inability to carry out everyday activities or may bring on thoughts of suicideHyperactivityTendency to be overly active, rush through work or activities, and act without thinkingLearning ProblemsPresence of academic difficulties, particularly understanding or completing homeworkSomatizationTendency to be overly sensitive to, and complain about, relatively minor physical problems and discomfortsWithdrawalTendency to evade others to avoid social contact
Slide40BASC–3 TRS and PRS Sample Clinical Scale Items
Hyperactivity (boys on TRS)Acts without thinkingIs in constant motionAggression (boys on TRS)Bullies othersManipulates othersConduct Problems (boys on TRS)DisobeysHurts others on purpose
Anxiety (girls on TRS, SRP)Is fearfulHas trouble making decisionsDepressionIs negative about thingsSays, “I can’t do anything right”SomatizationIs afraid of getting sickComplains of physical problems
Italicized items are new
Slide41Words of Wisdom from Randy Kamphaus
Hyperactivity, Aggression, and Conduct Problems scales
go together
Worry when they don’t
E.g., when Aggression is high, but Hyperactivity is not
Elevated Hyperactivity alone is not bad
Hyperactivity may have no bearing on academic achievement
Many gifted students are hyperactive, but get straight A’s
Typical profile of graduate students
Hyperactivity with impulsivity is problematic
Most items on Aggression scale are verbal, not physical
Slide42Words of Wisdom from Randy Kamphaus
Anxiety, Depression, and
Somatization
do not go together (they are not co-linked)
Two possible reasons for high
Somatization
scores
Somatization
Anxiety
Anxiety scale may miss anxiety in children
Somatization
may do better job of picking it up
If
Somatization
high, follow up with further questions
Such as
“Does he have headaches/stomachaches
during the weekend?”
Depression scale may be better referred to
as “sadness scale”
Because depression is a diagnosis
Slide43BASC–3 TRS and PRS Sample Clinical Scale Items
Attention ProblemsHas short attention spanHas trouble concentratingLearning ProblemsGets failing school gradesDemonstrates critical thinking skills
AtypicalitySeems out of touch with realityActs as if other children are not thereWithdrawalIs fearfulHas trouble making decisions
Italicized items are new
Slide44Words of Wisdom from Randy Kamphaus
Attention Problems scores correlate highly with those on Learning Problems scale, but not with Hyperactivity
You can’t be inattentive and get straight A’s
Attentional
problems are more devastating than hyperactivity and impulsivity
Remember Hyperactivity scale and giftedness
High Attention Problems score with sluggishness indicates problem
Remember ~300 different medications can cause
attention problems
GCR:
Also consider Sluggish Cognitive Tempo
“Concentration Deficit Disorder”
(Barkley)
Slide45Words of Wisdom from Randy Kamphaus
Atypicality scaleMay be elevated for many cases, but don’t jump to conclusionsLeast accurate scale, but included because you can’t have rating scale that doesn’t measure psychosisPsychoticism scales never good because base rate is too lowHigh Atypicality scores may reflect:Intellectual disabilityAutism Spectrum DisorderSchizophreniaBipolar Disorder
More likely
Much less likely
Slide46BASC-3 Scale Types
46
Scale Type
Description
Clinical
Measure maladaptive behaviors
High scores indicate problematic levels of functioning
Items are unique to a Clinical scale
Adaptive
Measure adaptive behaviors or behavioral strengths
Low sco
r
es indicate possible p
r
oblem a
r
eas
Items are unique to an Adaptive scale
Content
Composite
Indexes
Slide47TRS/PRS Adaptive Scales
Adaptive ScaleDescriptionActivities of Daily LivingSkills associated with performing basic, everyday tasks in an acceptable and safe mannerAdaptabilityAbility to adapt readily to changes in the environmentFunctional CommunicationAbility to express ideas and communicate in a way others can easily understandLeadershipSkills associated with accomplishing academic, social, or community goals, including ability to work with othersSocial SkillsSkills necessary for interacting successfully with peers and adults in home, school, and community settingsStudy SkillsSkills that are conducive to strong academic performance, including organizational skills and good study habits
47
Slide48BASC–3 TRS and PRS Adaptive Scale Sample Items
Activities of Daily LivingOrganizes chores or other tasks wellMakes healthy food choicesAdaptabilityAdjusts well to changes in plansAccepts things as they areSocial SkillsShows interest in others’ ideasAccepts people who are different from his or her self
48
Slide49BASC–3 TRS and PRS Adaptive Scale Sample Items
LeadershipIs usually chosen as leaderIs highly motivated to succeedStudy SkillsCompletes homeworkStays on taskFunctional CommunicationResponds appropriately when asked a questionStarts conversations
49
Slide50Words of Wisdom from Randy Kamphaus
If Functional Communication, Adaptability, and
Social Skills scales low, follow up with adaptive behavior measure
Vineland-II/3 or ABAS-3 completed by parents
Parent ratings of adaptive skills always worse
than teacher ratings, but have more validity
Students who are “difficult” or have a short fuse
tend to score low on adaptive behavior scales
Study Skills scale indicates whether student is lacking skills in classroom
Slide51BASC-3 Scale Types
51
Scale Type
Description
Clinical
Measure maladaptive behaviors
High scores indicate problematic levels of functioning
Items are unique to a Clinical scale
Adaptive
Measure adaptive behaviors or behavioral strengths
Low sco
r
es indicate possible p
r
oblem a
r
eas
Items are unique to an Adaptive scale
Content
Measure maladaptive or adaptive behaviors
C
omprised of a few unique items along with items from other
Clinical or Adaptive scales
Composite
Indexes
Slide52TRS/PRS Content Scales
Content ScaleDescriptionAnger ControlTendency to become irritated and/or angry quickly and impulsively, coupled with an inability to regulate affect and self-controlBullyingTendency to be intrusive, cruel, threatening, or forceful to get what is wanted through manipulation or coercionDevelopmental Social DisordersTendency to display behaviors characterized by deficits in social skills, communication, interests, and activities; such behaviors may include self-stimulation, withdrawal, and inappropriate socializationEmotional Self-ControlAbility to regulate one’s affect and emotions in response to environmental changesExecutive FunctioningAbility to control behavior by planning, anticipating, inhibiting, or maintaining goal-directed activity, and by reacting appropriately to environmental feedback in a purposeful, meaningful wayNegative EmotionalityTendency to react in an overly negative way and to any changes in everyday activities or routinesResiliencyAbility to access both internal and external support systems to alleviate stress and overcome adversity
52
Slide53BASC–3 TRS & PRS Content Scales – New Items
Anger ControlLoses control when angryGets angry easilyBullyingTells lies about othersPuts others downDevelopmental Social DisordersEngages in repetitive movementsAvoids eye contact
53
Slide54Words of Wisdom from Randy Kamphaus
Some research indicates that Developmental Social Disorders scale is as accurate as the ADOS and CARS in identifying Autism Spectrum Disorders
Correlations between Developmental Social Disorders scale and ASRS:
.61 (Ages 2 – 5)
.70 (Ages 6 – 18)
Reliability for autism should be .90 because “this is a diagnosis that you don’t want to mess up”
Slide55Words of Wisdom from Randy Kamphaus
Original Content Scales on BASC-2 had only one research study each supporting their use
Changed on BASC-3
Each Content Scale now has a few items
unique to that scale
Slide56BASC–3 TRS & PRS Content Scales – New Items
Emotional Self ControlIs overly emotionalOverreacts to stressful situationsExecutive FunctioningPlans wellBreaks large problems into smaller stepsNegative EmotionalityReacts negativelyFinds fault with everything
56
Resiliency
Finds ways to solve problems
Is resilient
Slide57BASC-3 Scale Types
57
Scale Type
Description
Clinical
Measure maladaptive behaviors
High scores indicate problematic levels of functioning
Items are unique to a Clinical scale
Adaptive
Measure adaptive behaviors or behavioral strengths
Low sco
r
es indicate possible p
r
oblem a
r
eas
Items are unique to an Adaptive scale
Content
Measure maladaptive or adaptive behaviors
C
omprised of a few unique items along with items from other
Clinical or Adaptive scales
Composite
Comprised of scale groupings based on theory and
factor analytic results
Indexes
Slide58TRS/PRS Composite Scales
Externalizing Problems
Internalizing Problems
School Problems
Adaptive Skills
Behavioral Symptoms Index
TRS-P
Hyperactivity
Aggression
Anxiety
Depression
Somatization
Adaptability
Social Skills
Functional
Comm.
Hyperactivity
Aggression
Depression
Attention Problems
Atypicality
Withdrawal
TRS-C TRS-A
Hyperactivity
Aggression
Conduct
Prob’s
.
Anxiety
Depression
Somatization
Learning Problems
Attention Problems
Adaptability
Social Skills
Functional Comm.
Leadership
Study Skills
Hyperactivity
Aggression
Depression
Attention Problems
Atypicality
Withdrawal
PRS-P
Hyperactivity
Aggression
Anxiety
Depression
Somatization
Adaptability
Social Skills
Functional Comm.
Activities of
Daily Living
Hyperactivity
Aggression
Depression
Attention Problems
Atypicality
Withdrawal
PRS-C PRS-A
Hyperactivity
Aggression
Conduct
Prob’s
.
Anxiety
Depression
Somatization
Adaptability
Social Skills
Functional Comm.
Leadership
Activities of
Daily Living
Hyperactivity
Aggression
Depression
Attention Problems
Atypicality
Withdrawal
Slide59BASC-3 Scale Types
59
Scale Type
Description
Clinical
Measure maladaptive behaviors
High scores indicate problematic levels of functioning
Items are unique to a Clinical scale
Adaptive
Measure adaptive behaviors or behavioral strengths
Low sco
r
es indicate possible p
r
oblem a
r
eas
Items are unique to an Adaptive scale
Content
Measure maladaptive or adaptive behaviors
C
omprised of a few unique items along with items from other
Clinical or Adaptive scales
Composite
Comprised of scale groupings based on theory and
factor analytic results
Indexes
Empirically-derived scales comprised of items from other scales
selected for their ability to differentiate those with and without
behavioral or emotional functioning diagnosis or classification
Slide60TRS/PRS Clinical Indexes – New!
60
Teacher Rating ScaleParent Rating ScalePre-Sc.2-5Child6-11Adol.12-21Pre-S.2-5Child6-11Adol.12-21IndexADHD Probability Index****Emotional Behavior Disorder Probability Index****Autism Probability Index****Functional Impairment Index1******Clinical Probability Index**
1
Also available on SRP
Slide61ADHD, Autism, and EBD Probability Indexes
Probability indexes provide empirical assistance with classification decisionsE.g., “What is the likelihood this child has ADHD?”All were created in same way:Compared a clinical sample to the normative sampleStatistically identified items that best differentiated those conditions from normalitySo, for example EBD Probability Index answers question: “Is this child like others in Special Ed with that classification?”
61
Slide62Clinical Probability Index
Works in same way, except we combined all children with these disabilities and compared them to normative sampleA broader scale, provided only for preschoolersChildren with elevated scores likely presenting with variety of behavioral challenges that may include:Inability to adjust well to change and pay attentionPropensity to do or say unusual thingsProblems with behavioral and/or emotional regulationDifficulty maintaining appropriate social relationshipsIndicates presence of behavioral or emotional deficit without associating it with precise diagnosis at early age
62
Slide63Functional Impairment Index
Adapted from approach historically used in DSMTo give overall indicator of whether or not child is having significant problems in daily functioning due to some type of mental health disorder“Does this child qualify for special education because there is significant impairment in daily functioning?” Includes a number of school-related items Different from the other Clinical Indexes:Others are symptom-matching to children with identified disordersFunctional Impairment Index is a collection of functional behaviors that, if scored high, indicate impairment in day-to-day functioningLook closely at this scale when considering eligibility for Section 504 plans
63
Slide64Probability Indexes – Sample Items
Clinical Probability IndexActs strangelyHas poor self-controlSays things that make no senseADHD Probability IndexIs easily distractedIs overly activeActs out of control
EBD Probability Index
Is negative about things
Accepts people who are
different from him- or herself
Breaks the rules
Autism Probability Index
Seems odd
Babbles
to self
Engages in repetitive
movements
Functional
Impairment Index
Has trouble
making new friends
Communicates clearly
Slide65Words of Wisdom from Randy Kamphaus
ADHD sample – highest scale scores:
Inattention
Hyperactivity
Most
deviant
scores on ADHD Probability Scale
Autism sample – highest scale scores:
Developmental Social Disorders
Autism
EBD sample:
Every scale elevated (no profile)
Bipolar sample:
Most deviant scores of any clinical sample
Worst adaptive skills
Plus depression
Slide66Executive Functioning Indexes
New to BASC-3 TRS and PRS formsAttentional Control IndexBehavioral Control IndexEmotional Control IndexProblem Solving IndexOverall Executive Functioning IndexAlways ask about sports injuries (concussions)
66
Slide67Attentional Control Index
Ability to sustain attention and attend to task at handHigh scorers likely to be:Easily distractedUnable to focus attention on any one task for viable period of timeFrequently move unpredictably from task to task unproductively
67
Slide68Behavioral Control Index
Ability to maintain self-control and avoid distracting or interrupting othersHigh scorers:Often expend considerable effort not to engage in variety of behaviors such as interrupting, speaking out, and acting impulsivelyAre still unable to control such behaviors in most circumstancesAre often mistakenly seen as attention-seeking, when in fact they simply lack control of ordinary inhibitory mechanism
68
Slide69Emotional Control Index
Ability to maintain control over emotions in challenging situationsHigh scorers:Tend to be individuals who most often over-react or are seen as histrionic and difficult to consoleOften recognize intrusiveness of such emotions later and may be regretfulContinue to have difficulty controlling their emotions and regulating level of emotional response
69
Slide70Problem Solving Index (C and A Forms Only)
Ability to:Demonstrate planfulness Make decisionsSolve problems effectively in everyday lifeDifferent from problem-solving on abstract tasksIndividuals with elevated scores on this scale:Are often disorganized or scattered in their approach to life’s problems and even in carrying out daily activities
70
Slide71Executive Functioning Index
Comprised of items from all other executive functioning indexesHigh scores indicate:Pervasive problems with self-regulation in multiple domains of executive functioningMay have many ADHD-like symptoms and are often diagnosed with ADHD and other self-regulation disordersThose with TBI also likely to score highFail to successfully engage in age-appropriate levels of day-to-day planning, problem-solving, and organization necessary for success in most learning environments
71
Slide72Executive Functioning Indexes – Sample Items
Attentional Control IndexIs easily distractedHas a short attention spanBehavioral Control IndexHas poor self-controlActs without thinking
Emotional Control Index
Overreacts to stressful situations
Gets angry easily
Problem Solving Index
Takes a step-by-step approach
to work
Finds ways to solve problems
Slide73TRS/PRS Validity Indexes
F
Index
Measures respondent’s tendency to be excessively negative
about child’s behaviors, self-perceptions, or emotions
Scored by counting number of times respondent answered:
Almost always
to description of negative behavior
Never
to description of positive behavior
Slide74TRS/PRS Validity Indexes
Additional validity indexes available with Q-global scoring
Consistency Index
Flags cases in which respondent has given different responses
to items that usually are answered similarly
Response Pattern Index
Detects two types of response patterning:
Repeated
Cyclical
Slide75Words of Wisdom from Randy Kamphaus
Validity Scales
Typically do not work very well
This is why there are several on BASC-3
Results should be questioned when
F
Index and Consistency Index are in Extreme Caution range
Students who have many problems will have elevated validity scales
These kids will have elevated
F
Index scales
Validity scales work better with students who have few or no problems
No “fake good” validity index on TRS/PRS because authors could not make it work
Slide76In-depth look at BASC-3 SRP
76
Slide77Words of Wisdom from Randy Kamphaus
SRP should be completed in examiner’s presence
Never send home for completion
SRP can be completed using:
OSA (On-Screen Administration)
-or-
Paper rating scale form
There is no digital option for ROSA
(Remote On-Screen Administration)
Authors recommend that examiners go over SRP results with student
Utilize age-appropriate language
Slide78SRP – Clinical and Adaptive Scales
Scale
Child
8-11
Adolescent
12-21
College
18-25
Alcohol Abuse
x
Anxiety
x
x
x
Attention Problems
x
x
x
Attitude to School
x
x
Attitude to Teachers
x
x
Atypicality
x
x
x
Depression
x
x
x
Hyperactivity
x
x
x
Interpersonal
Relations
x
x
x
Locus of Control
x
x
x
Relations with Parents
x
x
x
School Maladjustment
x
Self-Esteem
x
x
x
Self-Reliance
x
x
x
Sensation Seeking
x
x
Sense of Inadequacy
x
x
x
Social Stress
x
x
x
Somatization
x
x
ADAPTIVE
SCALES
CLINICAL SCALES
Slide79BASC–3 SRP Sample Clinical Scale Items
Attitude to SchoolSchool is boringI feel safe at schoolAttitude to TeachersMy teacher is proud of meI like my teacherSensation Seeking (boys )I dare others to do thingsI like to take risks
AtypicalityI see weird thingsPeople think I’m strangeLocus of ControlI am blamed for things I don’t doI never get my waySocial StressI am lonelyOther people seem to ignore me
Italicized items are new
Slide80BASC–3 SRP Sample Clinical Scale Items
Anxiety (girls )Little things bother meI feel stressedDepressionI just don’t care anymoreI feel lonelySense of InadequacyI fail at thingsDoing my best is nevergood enough
Somatization (girls )I get sick more than othersI am in painAttention ProblemsI have attention problemsI forget to do thingsHyperactivityI have trouble sitting stillPeople tell me to slow down
Italicized items are new
Slide81BASC–3 SRP Sample Clinical Scale Items (College Only)
Alcohol AbuseI drink alcohol to feel betterI drink alcohol when I am boredSchool MaladjustmentI am tired of going to schoolI worry about being able to complete my school degree
Italicized items are new
Slide82BASC–3 SRP Sample Adaptive Scale Items
Relations with ParentsMy parents are proud of meI like my parentsInterpersonal RelationsI feel that nobody likes meI have a hard time making friendsSelf-EsteemI wish I were differentI’m happy with who I am
82
Self-Reliance
I am dependable
Others ask me to help them
Slide83Additional SRP Scales
Composite Scales
School Problems (C, A)Internalizing ProblemsInattention/HyperactivityEmotional Symptoms IndexPersonal Adjustment
Content Scales (Adol., College)
Anger ControlEgo StrengthManiaTest Anxiety
83
Clinical Indexes
Functional Impairment
Index
(C, A)
Slide84SRP – Differential Diagnosis
Mania scale helps differentiate between ADHD and bipolar disorderIf both Depression and Mania scales elevated, may be bipolar disorder rather than ADHD
84
Slide85BASC–3 SRP Content Scales – New Items
Anger ControlI get angry easilyI yell when I get angryEgo StrengthI’m a good personI accept my self for who I amManiaMy thoughts keep me awakeat night
85
Test Anxiety
Tests make me nervous
I do well on tests
Slide86SRP Clinical Index – Functional Impairment Index
Adapted from approach historically used in DSMTo give overall indicator of whether or not child is having significant problems in daily functioning due to some type of mental health disorder“Does this child qualify for special education because there is significant impairment in daily functioning?” Includes a number of school-related items A collection of functional behaviors that, if scored high, indicate impairment in day-to-day functioning
86
Slide87SRP Validity Indexes
F
Index
Measures child’s tendency to be excessively negative
about his/her behaviors, self-perceptions, or emotions
Scored by counting number of times child answered:
True
or
Almost always
to description of negative behavior or attitude
Never
or
False
to description of positive behavior or attitude
Slide88SRP Validity Indexes
L
Index
Measures child’s tendency to give an extremely positive picture of him-/herself – sometimes called “faking good”
Consists of:
Unrealistically positive statements
E.g.,
“I tell the truth every single time.”
Mildly self-critical statements that most people would endorse
E.g.,
“I have some bad habits.”
Slide89SRP Validity Indexes
V
Index
Serves as basic check on validity of the SRP scores
Made up of three or four nonsensical or highly implausible statements
E.g.,
“I drink 50 glasses of milk every day.”
If child agrees (i.e., answers
True
,
Often
, or
Almost always
) with several of these statements, SRP may be invalid
Slide90SRP Validity Indexes
Additional validity indexes available with Q-global scoring
Consistency Index
Flags cases in which child has given different responses
to items that usually are answered similarly
Response Pattern Index
Detects two types of response patterning:
Repeated
Cyclical
Slide9191
TRSBASC–3BASC–2DifferenceP1051005C15613917A16513926PRSP1391345C17516015A17315023SRPI**65C137139-2A18917613COL1921857
Number of Items on BASC-3
TRS, PRS, and SRP
Slide92General Administration: TRS/PRS/SRP Forms
When conducing a paper-and-pencil (PnP) administration, use:BASC-3 record forms to capture rater responsesHand-Scoring Worksheets to summarize results for examiner interpretation
92
Slide93General Administration: TRS/PRS/SRP Using Q-Global
93
Slide94Final Insights from Randy Kamphaus
Do not hand out 5 or 6 teacher rating scales
More given
more
likely disagreement among raters
Be very careful about who you put in special education
Because outcomes are very negative
Create you own referral system before others do it for you
You will find more cases of depression and substance abuse when you begin screening
Peers are better at identifying depression than are
parents or teachers
Challenge: Do not do individual interventions!
Don
’
t think like a psychologist
GCR:
Look for “system problems”
Slide95Additional BASC-3 tools
95
Slide96Parenting Relationship Questionnaire (PRQ)
Assesses parent’s perspective of relationship between parent and his/her childCan be particularly useful:When implementing behavioral/emotional interventions that require any level of parental involvementIn family counseling or other settings where important to assess parent/child relationship dynamics
96
Slide97PRQ Scales
PRQ – Preschool
AttachmentDiscipline PracticesInvolvementParenting ConfidenceRelational Frustration
PRQ – Child/Adolescent
AttachmentDiscipline PracticesInvolvementParenting ConfidenceRelational FrustrationCommunicationSatisfaction with School
97
Slide98Structured Developmental History (SDH)
Provides thorough review of social, psychological, developmental, educational, and medical information about child that may influence diagnosis and treatment decisionsAdministered as either:Structured interview with parent/caregiverQuestionnaireAvailable in:English and SpanishPaper and digital (Q-global) forms
98
Slide99Student Observation System (SOS)
A 15-minute observation procedureDesigned to enable clinician to record and evaluate student’s behavior in a classroom environmentReplaces BASC-2 POPAvailable as:Paper formWeb-based via Q-global (no app needed)Can be used on:Desktop/laptop (PC or Mac)TabletSmartphoneVia Q-global, results can be integrated with TRS,PRS, SRP, and SDH in single Integrated Report
99
Slide100BASC-3 Behavior Intervention Guide (BIG!)
Designed for school and clinical psychologistsProvides comprehensive set of empirically-based interventions for variety of behavioral and emotional problemsLike existing version, organized around scales included on BASC-3 TRS, PRS, and SRP formsAlso available:Parent Tip SheetsDocumentation Checklist
100
Slide101BASC-3 Parent Tip Sheets
AggressionConduct ProblemsAcademic ProblemsAdaptabilityAnxietyAttention ProblemsDepressionFunctional CommunicationHyperactivitySomatizationLeadership/Social Skills
101
Slide102BASC-3 Parent Tip Sheet
– Attention Problems
Slide103Slide104Slide105Slide106Behavioral and Emotional Skill-Building Guide
Replaces BASC-2 Classroom Intervention GuidesIncreased emphasis on building skills for all studentsRather than individualized “interventions” that take too much teacher timeIncludes activities and lessons to develop core behavioral and emotional skillsFor example:CommunicationProblem solvingListening effectivelyRelaxation strategies
Slide107Behavioral and Emotional Skill-Building Guide
Designed for classroom and small-group use by:TeachersBehavior coachesSchool counselorsSocial workersPsychologistsInternsOther trained personnel
Slide108BASC-3 Flex Monitor
Used to progress monitor behavioral and emotional functioning over desired period of time
Users have ability to:
Choose an existing monitoring form
-or-
Create a form using an item bank
Choose a rater (teacher, parent, or student)
Administer digital or paper forms
Set up recurring administrations over specified time period
Generate monitoring reports to evaluate change over time
Slide109BASC-3 Flex Monitor – How It Works
For custom forms, users choose from large item pool and “build” a formItems can be filtered/searchedWhen building form, user can compute estimated reliability based on standardization data sampleAdjustments can be made to form based on user’s needs
Slide110BASC-3 Flex Monitor – How It Works
Forms can be saved and shared with other users within school or account hierarchyReports include T-scores based on TRS/PRS/SRP standardization samplesEnables:Comparisons with normative populationDescribe extremeness of scoresIntra-individual comparisonsChanges over time
110
Slide111BASC-3 Norms
111
Slide112Scale and Composite Score Classification
112
Slide113Scale and Composite Score Classification
113
Clinically Significant
70 and above
Slide114Scale and Composite Score Classification
114
Clinically Significant
30 and below
Slide115Impairment and Diagnosis – Guidelines
70+
Functional impairment in multiple settings
Typically a diagnosable condition
(Reynolds & Kamphaus, 2004)
60 – 69
Functional impairment in one or more settings
Sometimes diagnosable condition
(Ostrander, et al., 1998, Reynolds & Kamphaus, 2004, 1992)
ADHD often diagnosed at lower scores
45 – 59
No functional impairment or condition
<45
Notable lack of
symptomatology
Slide116Types of Normative Scores
T scoresIndicate distance of scores from norm-group meanMean = 50; SD = 10Describe extremeness of a scorePercentile RanksIndicate percentage of norm sample scoring at or below given raw scoreDescribe frequency (or infrequency) of a scores
116
Slide117Types of Normative Scores
When a distribution is normal (or normalized), same T score and percentile rank are always pairedFor example:T = 30, %-ile rank = 2T = 40, %-ile rank = 16T = 50, %-ile rank = 50T = 60, %-ile rank = 84T = 70, %-ile rank = 98
117
Slide118Types of Normative Scores
This is not true for non-normal (skewed) distributionsExtreme scores more unusual for some behaviors than othersRelationship between T scores and percentile ranks varies, depending on how skewed each distribution is
118
Slide119Sample of BASC-3 Score Distributions
119
= Depression
= Anxiety
= Aggression
=
Atypicality
Slide120Types of Normative Scores
For example:Social Skills scale has approximately normal distributionT score of 70 98th percentileTRS Aggression scale is extremely (positively) skewedT score of 70 94th percentileNorms tables provide both T score and percentile rank for each raw scoreConsider both when interpreting scores, remembering:T scores indicate extremeness of a scorePercentile ranks indicate (in)frequency of a score
120
Slide121Choosing the right norms
121
Slide122Available Norms
Combined-gender norms Male + femaleSeparate-gender normsMale, femaleCombined clinical norm groupADHD clinical norm groupAll are presented by age level
General Norms
}
Clinical Norms
}
Slide123What are Norms?
Commonly misunderstood and misapplied
Norms are simply reference groups
Cecil Reynolds advocates renaming them “reference groups”
Different reference groups answer different questions
Slide124Choosing Norms: Asking Questions
General combined-gender norms
“Does Rob have problems with depression relative to other children his age?”
General separate-gender norms
“How does Michelle’s hyperactivity compare to that of other girls?”
Combined clinical norms
“How severe is Natalie’s
psychoticism
compared to other children diagnosed with mental health disorders of childhood,
including EBDs?”
ADHD clinical norms
“How severe are Kent’s symptoms of depression in comparison
to other children diagnosed with ADHD?”
Slide125General Norms
Based on a large national sample representative of US population with regard to:GenderRace/ethnicityParent educationClinical or special ed classificationSubdivided by ageIn most instances, general combined-gender norms are superior in:Establishing accurate diagnosisIdentifying which individuals need services (Reynolds, 2014)
125
Slide126Gender Differences on General Norms
Several BASC-3 scales show gender differencesScore differences likely reflect real differences in prevalence between males and females
126
Males
Higher scores on TRS/PRSHyperactivityAggressionConduct ProblemsAttention ProblemsLearning ProblemsHigher scores on SRPAttitude to SchoolAttitude to TeachersSensation SeekingSelf-Esteem
Females
Higher scores on TRS/PRS
Social Skills
Leadership
Study Skills
Functional Communication
Higher scores on SRP
Anxiety
Somatization
Slide127Gender Differences on General Norms
Combined-gender norms:Allow these real gender differences to be reflected in normative scoresAnswer question “How commonly does this level of rated/self-reported behavior occur in the general population at this age?”Using these norms, for example:More males than females will show high T scores on AggressionMore females than males will show high T scoreson Social Skills
127
Slide128Gender Differences on General Norms
Result of unequal diagnoses between genders is desirable if you consider it appropriate for different numbers of boys and girls to receive particularDiagnosesTypes of special education servicesTreatments (e.g., medication)Alternatively, if you believe male-female raw score differences due simply to psychometric artifacts, may prefer to use separate-gender norms
128
Slide129Single-Gender Norms
Based on subsets of general norms samplesEach representative of general population of children of that age and genderMay be particularly helpful for clinical diagnosisBecause they identify children with ratings/self-reports that are rare for their age or genderFor example:May be interested in fact that a female’s Aggression rating is extremely high compared to other femalesEven though Aggression score is not especially high when compared with combined male + female norm group
129
Slide130So Which Norms Should I Use?
Decision should be guided by whether appropriate for gender differences to exist in outcome of assessmentInterested in identifying children with particular problem believed to occur more often in one gender?Then use combined-gender normsFeel most important thing is extremity of child’s score relative to others of same gender?Then use single-gender normsSometimes appropriate to look at both sets of norms
130
Slide131So Which Norms Should I Use?
Per Cecil Reynolds and Randy Kamphaus:
Use of single-gender norms will:
Deny identification and treatment of disorders
across gender for groups with higher prevalence rates
-and-
Yield unnecessary diagnoses and treatment for those
with lower prevalence rates
Slide132So Which Norms Should I Use?
Per Cecil Reynolds and Randy Kamphaus:
Always utilize general combined-gender norms
for diagnostic purposes
Because combined-gender norms:
Preserve known and documented differences
on key behavioral and emotional constructs
E.g., anxiety, hyperactivity
Preserve known and accepted differences in prevalence rates of disorders known to differ as a function of gender
Are more accurate overall in diagnostic process
with the exception of the most extreme cases
In really extreme cases, choice of norms is irrelevant,
but these are not the cases that worry us
Slide133Combined- or Single-Gender Norms?
However, per Russell Barkley, combined-gender norms:
Underdiagnose
ADHD in girls and women
Because ADHD diagnostic criteria based on studies
done mostly on males
So he recommends using single-gender norms
when using rating scales to evaluate ADHD in girls
Slide134Clinical Norms
Most helpful when child’s problems extreme in comparison with general youth populationMay then encounter ceiling effects with general normsCan make differential diagnosis difficultUsing clinical norms helps relieve this problemAlso, for many scales, score distributions for seriously emotionally disturbed children differ from those for general population in terms of:
134
ElevationShape and dispersionRaw-score means
Standard deviations
Kurtosis
Skewness
Slide135Clinical Norms (cont.)
General norms useful to evaluating overall level of behavior problems in these children, but . . . Clinical norms likely more appropriate for determining subcategories of problemE.g., ADHD, depression
135
Slide136Multiple Norms
Hand-Scoring WorksheetsRecord second set of T scores and percentile ranks next to initial set of scoresHelpful to use different ink colors for two sets of scoresAlso provide color key on page with Scoring SummaryQ-global ReportsSelect “additional norm groups” when generating reportMay also generate second report, selecting different norms
136
Slide137Demo:Scoring BASC-3 using Q-global
137
Slide138Q-global BASC-3 Report
138
Slide139Report Options for BASC-3 Q-Global
Slide140140
BASC-3 Interpretive Summary Report
with
Intervention Recommendations
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Slide157Additional BASC-3 Reports
Multi-Rater ReportAllows you to compare results from any of the BASC-3 components in the context of other case information, including the developmental history, interviews, academic records, observations, and other qualitative and quantitative sourcesIntegrated Summary Report Combines results from individual components and provides recommendations based on all information
157
Slide158Gail C. Rodin, Ph.D.Phone: 919-395-6333Email: gail.rodin@pearson.com
Questions?