Behavior group powerpoint

BEHAVIORAL ASSESSMENT: BASC II AND

ACHENBACH

Nikole Coleson

Jordan Morrison

Megan Lambert

Lauren Riley

BEHAVIOR ASSESSMENT

SYSTEM FOR CHILDREN,

SECOND EDITION

(BASC II)

Basics of the BASC II

Authors are Cecil R. Reynolds and Randy W. Kamphaus,

PhD

Published by Pearson

Administered by those who have appropriate graduate

coursework, as well as supervised experience with

administration.

Multimethod (different components) and

Multidimensional (different aspects of behavior are

measured).

Components to the BASC II Teacher Rating Scale (TRS)

Parent Rating Scale (PRS)

TRS and PRS measure OBSERVABLE BEHAVIORS from OUTSIDE

PERSPECTIVES, not the student his/ her self.

Structured Developmental History form (SDH)

Parent(s) can fill out on own or through interview

Student Observation System (SOS)

Self-Report of Personality (SRP)

Assessment which the student fills out as a self-assessment

Aspects of Behavior Measured

Hyperactivity

Aggression

Conduct Problems

Anxiety

Depression

Somatization (“tendency to be overly sensitive […] to minor physical problems[…]”)

Attention Problems

Learning Problems

Atypicality

Withdrawal

Adaptability

Social Skills

Leadership

Study Skills

Functional Communication

Clinical Scale Measures Adaptive Behavior Scale

Aspects of Behavior Measured (Cont.)

Externalizing Problems

Composite

Internalizing Problems

Composite

School Problems

Behavioral Symptoms

Some aspects are on TRS/ PRS only, OR

on SRP only:

Alcohol Abuse, Negative Emotionality,

Resiliency, etc.

Composite Scales

Clinical and Adaptive Scales

Clinical Scale: Measures maladaptive behaviors. An average or below-

average score on this scale means that the student’s behaviors are

“normal” (NOT clinically significant).

Adaptive Scale: Measures adaptive skills. An average or above-

average score on this scale means that the student’s behaviors are

“normal” (NOT clinically significant).

With ASSIST software, other, optional scales may

be added:

Anger Control

Ego Strength

Mania, Test Anxiety

Bullying

Developmental Social Disorders

Emotional Self-Control

Executive Functioning

Negative Emotionality

Resiliency

Component Information

Different components of BASC II may be used in different instances.

Components can be used in isolation, OR combination

SRP may be used from age 8-25, other components may be used

from age 2-21 under different forms.

Questioning

Some similarity between TRS and PRS, though some questions are

unique to one or the other only.

Each question in the SRP, TRS an PRS have 4 multiple choice

answers, denoting how often the behavior in question occurs

N (Never)

S (Sometimes)

O (Often)

A (Almost Always)

Participants are encouraged to put an answer down for every question-

no more than 2 may be mis-marked for accurate scoring.

Administration/ Scoring Methods Administration seems to be exclusively paper-and-pencil for the current

version of the BASC

Scoring may be completed by hand

Test that student, parent, or teacher fills out is on carbon-free paper, with the

scoring system underneath. Responses are assigned numerical point values

and go into boxes to be added up and interpreted by the scorer.

Scoring can also be completed via Q-Local software, ASSIST/ ASSIST

Plus Software, or Q-Global web-based scoring

Uses of the BASC

Aide in clinical diagnoses of behavior problems

Assessing/ developing IEP’s for students with emotional and behavioral

disorders (EBD)

Program evaluation (how is Head Start helping Johnny with his anger

issues?)

Forensic Evaluation

For further research on behavior problems

Reliability and Validity Measures Both reliability and validity measures are given in the BASC II manual

for the TRS, PRS, and SRP scales

Within each component, reliability is given for all composite scales

(Externalizing Problems, Internalizing Problems, School Problems, and

Behavioral Symptoms), Clinical Behavior Scales, Adaptive Behavior

Scales, and all aspects of behavior within each scale.

Within most scale/ behavior aspect, reliability and validity are separated

by age range, sex, and LD/ADHD status

A Brief Glimpse…R

elia

bili

ty/ V

alid

ity

TRS

Composite Scales

Externalizing, Internalizing, etc.

Clinical ScaleDepression,

Hyperactivity, etc.

PRS Adaptive ScaleAdaptability,

Social Skills, etc.

SRP

Adaptive

Behavio

r Adaptability

Adolescent

Male

Nondisabled

LD

ADHDFemale

Child

PreschoolStudy Skills

Func. Comm.

Social Skills

Leadership

Compone

nt

Coefficien

t Alpha

(Median

Range)

Test-Retest

(Median Range)

Student Pop. With Lower

Reliability

Behavioral

Aspects with

Lower

Reliability

TRS .84- .89

.83 (Preschoolers) .88

(Children) .79

(Adolescents)

2-3 year olds, Preschoolers,

Males 15-18, Students with

LD/ ADHD

Functional

Communication

, Leadership,

Adaptability,

Withdrawal,

Learning

Problems,

Somatization,

Anxiety

PRS 80- .87

.76 (Preschoolers), .84

(Children) and .82

(Adolescents)

No sig. lag in pop.

Upward trend with age

Activities of

Daily Living

SRP.75- .83

71 (children) .75

(adolescents) .83 (College-

Age)

Children/ Adolescents with

LD, Males with LD/ Males

with ADHD

No aspects

significantly

behind

POSITIVES We Discussed

High reliability coefficients overall

Time-tested, well-recognized

Short administration times (10-30 minutes per component)

Good norm selection and reconsiderations in the second version

of the assessment

NEGATIVES We Noticed

Low(er) reliability coefficients for the SRP

Low(er) interpreter reliability coefficients for the TRS

Possibly cost-prohibitive

ACHENBACH SYSTEM OF

EMPIRICALLY BASED

ASSESSMENT (ASEBA)

Basics of the Achenbach

Dr. Thomas Achenbach- publisher

Published by its own company (ASEBA)

The ASEBA has assessment forms appropriate for virtually all ages:

Preschool Assessments (Ages 1.5- 5 years)

School-Age Assessments (Ages 6-18 years)

Adults (18-59) and Older Adults (Ages 60- 90 +)

(For the purposes of this presentation, we will be focusing on the Pre-School

and School-Age forms)

Preschool Age Assessments

Child Behavior Checklist for Ages 1.5- 5 (CBCL/11/2-5)

Parent portion

Caregiver-Teacher Report Form for Ages 1.5- 5 (C-TRF)

Teacher portion

Preschool Assessments

Child Behavior Checklist for Ages 1.5- 5 (CBCL/11/2-5)

Mother, Father, or Guardian views a list of 99 behaviors, and rates their

occurrences on the student in question on a short, Likert-type scale (0= Not

True, 1= Somewhat or Sometimes True, 2= Very True or Often True).

Open-ended questions included as well (“What concerns you most about

the child?,” etc.)

Language Development Survey (LDS) included. Asks parents for health/

language history, as well as what words know.

Preschool Assessments (Cont.) Caregiver-Teacher Report Form for Ages 1.5- 5 (C-TRF)

Caregiver or teacher fills out a list of several behaviors, similar to the CBCL/11/2-5

Open-ended questions included as well (“What concerns you most about the child?,” etc.)

BOTH the CBCL/11/2-5 and the C-TRF score rate students according to the following scales: Internalizing Problems

Externalizing Problems

Total Problems

Stress Problems

Reliability and Validity

Componen

t

Pearson’s r

Range

Lowest Scales Highest

Scales

CBCL/1.5-5 .74- .92 Attention Deficit/

Hyperactivity

Problems,

Attention

Problems

Sleep

Problems,

Internalizing

Problems

C-TRF .57- .91 Anxiety

Problems,

Anxious/

Depressed

Somatic

Complaints,

Reliability taken by Test-Retest after 8 days

Reliability and Validity

(Achenbach, T.M., Rescorla, L.A. (n.d.))

School-Age Assessments

Child Behavior Checklist for Ages 6-18 (CBCL/ 6-18)

Teacher’s Report Form for Ages 6-18 (TRF/6-18)

Youth Self-Report for Ages 11-18 (YSR/11-18)

Semistructured Clinical interview for Children & Adolescents (SCICA/

Ages 6-18)

Test Observation Form (TOF)

Direct Observation Form (DOF)

Brief Problem Monitor (BPM)


CBCL/6-18

Completed by parents or guardians of the student

Begins with listing of different hobbies/ favorite activities of the student, as

well as time engaged in these activities and how well they are completed

compared to others of his/her age.

Open-ended questions included

List of behaviors are presented with a 0-2 Likert-type scale

School-Age Assessments TRF/6-18

Completed by teachers/ school staff

Teachers evaluate how well they know the student in question, as well as

their academic performances (to include recent achievement tests).



YSR/11-18

Completed by the student themselves

Students complete assessment of their favorite hobbies, sports,

etc. They also evaluate their performances, as well as time spent

on each (much like the CBCL/6-18)

Evaluate their close friendships



Empirically-based scales assessed on these 3 school-age assessments

are:

Anxious/Depressed

Withdrawn/Depressed

Somatic Complaints

Social Problem

Thought Problems

Attention Problems

Rule-Breaking Behavior

Aggressive Behavior


DSM-5 oriented scales assessed are:

Affective Problems

Anxiety Problems

Somatic Problems

Attention Deficit/ Hyperactivity Problems

Oppositional Defiant Problems

Conduct Problems


Test Observation Form (TOF) for Ages 2-18

Filled out by a test examiner or other observer.

Examiner administers an IQ or other test and fills out the TOF while the student is taking the other exam. The examiner is evaluating the child’s behavior while he or she is taking the IQ assessment.

Test examiner gives background on any disability or disabilities that the student is currently diagnosed with. There are blank sheets available for free-form notes, and then the examiner is to fill out a behavioral scale.

125 items for rating children’s problems during achievement testing on a 4-point scale 0= No occurance

1= Very slight or ambiguous occurrence

2= Definite occurrence with mild to moderate intensity/ frequency and less than 3 months total duration

3= Definite occurrence with severe intensity, high-frequency, or 3 or more minutes total duration.

School-Age Assessments Semistructured Clinical interview for Children & Adolescents (SCICA/

Ages 6-18)

One form for children 6-11 and another for children 12-18.

Open-ended questions covering academic performance, preferred activities,

self-perceptions, and others.


Direct Observation Form (DOF)/ Ages 6-11

“Observer” who has familiarity with behavioral assessment and child

behavior, such as a paraprofessional, university student, research

assistant, or other professional in a closely related field, typically

administers this assessment.

Observer will write a description of the student’s behavior during a

10-minute period in a group setting, as well as rate on-task behavior at 1-

minute intervals.

After 10 minutes, the observer is given a list of 88 behaviors, and

they are asked to evaluate the student on each one.

This assessment is recommended to be completed 3-6 times over a

2 day period.

School-Age Assessments Brief Problem Monitor (BPM)

Three assessments: Parent Form (BPM-P) Ages 6-18

Teacher Form (BPM-T) Ages 6-18

Youth Form (BPM-Y) Ages 11-18

Forms are completed in 1-2 minute intervals

There are parallel items and scales between the BPM and the: CBCL

TRF

YSR

These parallel items enable comprehensive behavioral assessment.

Items are to be ranked on a 0-2, Likert-type scale.

18-19 items, with room for additional items to also be ranked.

Included in the Achenbach as a means of frequent, brief assessment for students with suspected behavioral difficulties.

Multiple forms of the BPM allow data to be compared from multiple sources

Reliability and ValidityRange (r): .80- .93

Highs: Social (Working), Somatic

Complaints, Attention Problems

Lows: Anxiety Problems,

Activities (Academic), Anxious/

Depressed

Range (Coefficient Alpha): .63-

.94

Highs: Aggressive Behavior,

Externalizing.

Lows: School (Behaving), Social

(Working), Activities (Academic)

Range (r): .67- .91

Highs: School (Behaving),

Lows: Withdrawn/

Depressed, Anxiety

Problems, Somatic

Problems

Range (Coefficient Alpha):

.55- .90

Highs: Externalizing,

Internalizing

Lows: Social (Working),

Anxiety Problems

Range (r): .60- .96

Highs: ADH Problems,

Inattention, Social Problems

Lows: Withdrawn/

Depressed, Affective

Problems,

Range (Coefficient Alpha):

.72- .95

Highs: Attention Problems,

Aggressive Behavior,

Externalizing

Lows: Somatic Complaints,

Thought Problems

Purposes and Uses Mental Health Services

Schools

Medical Settings

Child and Family Services

Multicultural Assessment

HMOs

Public Health Agencies

Child Guidance

Training

Research

“Develop a more differentiated picture of child and adolescent psychopathology than was provided by the prevailing diagnostic system”.

Positives Discussed

Open-ended responses available on most scales

Several scales available for school-age children

Multiple people involved in student’s life assess different ways.

TOF= Unique assessment we have not heard of in research for other

classes

Qualitative Components

Negatives Discussed

Overall, low reliability and validity coefficients

Significant time needed to complete entire battery of assessments

Variability may exist between qualitative components of the answers-

more difficult to score and provide reliability coefficients for.

What Questions Can We Answer?

Behavior group powerpoint

Education

Transcript of Behavior group powerpoint