Cheryl Neithercott Assessmenty Representative Larry Hanken, Ph.D. National Consultant Director, University Alliance Program Behavioral and Emotional Screening

Cheryl NeithercottCheryl NeithercottAssessmenty RepresentativeAssessmenty Representative

Larry Hanken, Ph.D. Larry Hanken, Ph.D. National Consultant

Director, University Alliance Program

Behavioral and Emotional Behavioral and Emotional Screening System a Tier I SolutionScreening System a Tier I Solution

Some of our Pearson ProductsSome of our Pearson ProductsPearson Assessments, AGS, PsychCorpPearson Assessments, AGS, PsychCorp

Wechsler FamilyWechsler FamilyWAIS. WISC, WPPSI, etcWAIS. WISC, WPPSI, etc.

AIMSweb

DAS II

BASC-2 Behavioral and Emotional BASC-2 Behavioral and Emotional Screening System AuthorsScreening System Authors

Cecil R. Reynolds, Ph.D.Distinguished Research Scientist and Professor Texas A & M University

Randy Kamphaus, Ph.D.Dean, College of Education

Georgia State University

History of the BASCHistory 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

BASC-2BASC-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

BASC-2: Another PerspectiveBASC-2: Another Perspective

Product FamilyProduct Family

BASC-2TRS, PRS, SRP

System Tools SDH Structured Developmental HistorySOS Student Observation SystemPOP Portable Observation ProgramPRQ Parent Relationship Questionnaire

BESS Behavioral andEmotional Screening System

Coming Soon • Intervention Guide• Practitioner Guide• Parent Tip Sheets• Progress Monitoring Tools

BESS OverviewBESS Overview

Teacher FormPreschool (Ages 3-5)

Child/Adolescent (Grades 5-12)

Parent FormPreschool (Ages 3-5)

Child/Adolescent (Grades K-12)

Student FormChild/Adolescent

(Grades 3-12)

BASC-2 Behavioral and Emotional Screening System

10Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.

Universal Behavior Screening: Universal Behavior Screening: RationaleRationale

► Identifying problems early allows for prevention & intervention

► Negative impact of problems can be minimized

► In the U.S., only 15-20% of children with emotional/behavioral problems receive mental health services (Ringel & Sturm, 2001)


► Screeners typically administered through primary care settings

► Many children, miss the opportunity for early identification and intervention (Pagano et al., 2000).

► Screening is frequently focused on one disorder to the exclusion of others This approach that neglects large numbers of children who have problems other than the target condition

(August et al., 1992; Taylor et al., 2000; Matthey & Petrovski, 2002).



► Research supports strong link between behavior/emotions and academic performance

► Schools screen for vision, hearing, and academic achievement

► However, Behavior/Emotional screening occurs in less than 2% of districts across the U.S.

15 to 20% of students self refer

What about

the rest??

This is going to change the This is going to change the way we do referrals way we do referrals

Now we are going to Now we are going to create the create the

referralsreferrals

PurposePurpose► To provide a standardized, efficient, and

effective way to determine behavioral and emotional strengths and weaknesses in children and adolescents in preschool through high school

► Use to promote student success● Behavioral and emotional problems can result in

academic problems, and problems with developing and maintaining positive relationships with others

● When caught early, these problems can be corrected before negatively impacting a child or adolescent

FeaturesFeatures► Single score: The Total score is a reliable and

accurate predictor of academic, behavioral, and emotional problems

► Validity indexes: Used to examine quality of responses

► Length: 25 to 30 items, can be completed in about 5 minutes

► Spanish versions: Parent and Student Forms

► Scoring: By hand or computer● Software includes scanning, individual, and group-

level reports

Features cont’Features cont’► Easy to read:

● About 6th grade for Parent Form; about 2nd grade for Student Form

► Administration: ● Requires no special training

► Items: ● Represents both problems (externalizing,

internalizing, and school) and strengths (adaptive skills)

● Mix of positively & negatively worded items► Norms:

● Samples closely matched to U.S. population

RTI: Three Tier ModelRTI: Three Tier Model

Primary instruction, early screening for all students. Additional interventions and/or

monitoring for identified “At Risk” students

Classroom/individual interventions, diagnostic testing, progress monitoring,

evaluate and revise interventions/curriculum

Continue progress monitoring, revising interventions, additional

diagnostic assessment. May include Special Education referral/placement

Schema adapted from Michelle Windmueller

II

IIII

IIIIII

80%

15%

5%

System for Managing Behavioral System for Managing Behavioral and Emotional Problems and Emotional Problems

Stage 1► Systematic, group-wide assessment: minimize those

that might “fall through the cracks”► To standardize the behavioral/emotional referral

process► Used to summarize status of groups (e.g., schools)


Stage 2► Focused behavioral/emotional assessment using

BASC-2 rating scales► Plan interventions based on behavioral/

emotional needs; adjust as needed



Stage 3► Conduct comprehensive, diagnostic assessment

that includes BASC-2 results along with other instruments

► May lead to a placement decision or a differential diagnosis

Scoring and InterpretationScoring and Interpretation► For each form, items summed to get Total Score

● High score reflects more problems► Raw Scores, T Scores (M=50, SD=10),

Percentiles► Combined and separate-sex norms available

● Combined norms and/or retain sex differences● Separate-sex norms remove sex differences

► Risk Level for Behavioral and Emotional Problems● 20 to 60: “Normal” level of risk● 61 to 70: “Elevated” level of risk● 71 or higher: Extremely Elevated level of risk

Using the BASC-2 BESSUsing the BASC-2 BESS

Who to assess?► Focus on transitional years► Schools/grades with unusually high

number of behavioral/emotional problems► Students entering the school system► Students who are already completing

group tests (e.g., state-wide achievement tests)


Forms: Can be used individually or in combination

► Teacher: (two forms): PK and Grades K-12

► Parent: (two forms): PK and Grades K-12● English and Spanish

► Student (one form): Grades 3-12● English and Spanish


How to choose a rater?How to choose a rater?►Teachers with a month of daily

contact or 6-8 weeks of several days a week contact

►Parent who has most opportunity to observe child’s behavior; both parents may be desirable


Is parental consent needed?►All users will need to consult their

own policies, and local/state/federal regs

►Best practice recommendations have suggested obtaining informed consent whenever possible

Using the BASC-2 BESSUsing the BASC-2 BESS► BASC-2 BESS may help to reduce the problem of

over-referral of boys for SPED placement► When using the Combined norms:

● Teacher Form: about 10% of girls vs. about 20% of boys elevated

● Parent Form: about 10% of girls vs. about 15% of boys elevated

● Student Form: about 14% of both girls and boys elevated

► How does this help the problem?● Current SPED placement rate estimates of 2:1 to

3:1 (boys to girls); thus, BESS scores may reduce this discrepancy

Pre-School: Ages 3-5 Teacher Pre-School: Ages 3-5 Teacher FormForm

25 Items 1. Pays attention2. Disrupts the play of other children3. Is easily upset4. Hits other children5. Politely asks for help ……………………………………………………………

..20. Listens to direction21. Gets very upset when things are lost.

Child-Adolescent: Age 5-21 Parent Child-Adolescent: Age 5-21 Parent FormForm

30 Items4. Breaks the rules5. Tries to bring out the best in other people6. Acts out of control7. Seems lonely……………………………………………………………

……..25. Worries26. Loses temper too easily

Child-Adolescent: Age 5-21 Student Child-Adolescent: Age 5-21 Student ReportReport

30 Items1. I am good at making decisions2. I talk while other people are talking3. I worry but I don’t know why…………………………………………………

………..17. I hate school18. My parents listen to what I say19. Teachers are unfair

DevelopmentDevelopment► Based on BASC-2 Standardization study

► Items were selected to maximize the number of BASC-2 scales represented on each form

● Items that represent Externalizing Problems, Internalizing Problems, School Problems, and Adaptive Skills

Norms DevelopmentNorms Development► Total Sample Size = 12,350► Combined- and separate-sex norms

offered for following age groups: 3, 4-5, 5-9 (8-9 for Student form), 10-14, 15-18

► Samples matched to U.S. population estimates for race, region, SES (mother’s educational level)

► Overall, a large and highly representative sample

ReliabilityReliability

High Levels of reliability on all forms

► Split-half estimates range from .90 to .96 across forms and age levels

► Test-retest estimates range from .80 to .91

► Inter-rater estimates range from .71 to .83

ValidityValidity► Studies comparing Total Score to general

and specific instruments measuring behavioral and emotional problems

► Studies showing how well the BASC-2 BESS can predict behavioral and emotional problems

► Studies demonstrating relationship between Total Score and academic performance up to 4 years after the initial BASC-2 BESS ratings

BSI (Behavioral Symptoms Index) BSI (Behavioral Symptoms Index) and (ESI Emotional Symptoms and (ESI Emotional Symptoms

Index)Index)BSI► Hyperactivity► Aggression► Depression► Attention

Problems► Typicality► Withdrawal

ESI► Social Stress► Anxiety► Depression► Sense of

Inadequacy► Self Esteem► Self Reliance

Relationship to the BASC-2 Relationship to the BASC-2 Rating Scales Rating Scales

► TRS Behavioral Symptoms Index with Teacher Form Total Score ● Preschool: r = .94● Child/Adolescent: r = .90

► PRS Behavioral Symptoms Index with Parent Form Total Score● Preschool: r = .90● Child/Adolescent: r = .90

► SRP Emotional Symptoms Index with Student Form Total Score● Child/Adolescent: r = .86

Summary of Validity EvidenceSummary of Validity Evidence► Strongly related to BASC-2 TRS, PRS, and

SRP results► Teacher and Parent forms can Effectively

identify children with externalizing problems

► Student form can effectively identify internalizing problems

► Teacher, Parent, and Student forms have been shown to predict academic success, for up to 4 years from behavior rating

Predicting Academic Predicting Academic SuccessSuccess

Longitudinal study using BASC-2

standardization participants up to

4 years from collection of

behavioral ratings

FeaturesFeatures► Single Total Score: Is a reliable and accurate

predictor of academic, behavioral, and emotional problems

► Validity indexes: Examine quality of responses

► Brief forms: 25 to 30 items (about 5 minutes) ► Spanish versions: Parent and Student Forms► Software: Scanning for individuals and groups ► Easy to read:

● 6th grade level for Parent Form● 2nd grade level for Student Form

Summary of Validity EvidenceSummary of Validity Evidence► Strongly related to BASC-2 TRS, PRS, and

SRP results

► Teacher and Parent forms can effectively identify children with externalizing problems

► Student form can effectively identify internalizing problems

► Teacher, Parent, and Student forms have been shown to predict academic success, for up to 4 years from behavior rating

Validity ScalesValidity Scales► F-Index

● Teacher and Parent Form♦ Portray child highly negative

► Consistency Index● Teacher, Parent and Student Forms● Different answers on similar items

► Pattern Response Index● Teacher, Parent, and Student Form● N-N-N-N-N-N or N-S-O-A-N-S-O-A

Common Questions and Common Questions and AnswersAnswers

Can I use the BESS to replace the TRS, PRS, and SRP?

► NO: The BASC-2 BESS offers a single, Total Score that, while having strong statistical properties, does not offer the breadth of information that is needed for making a differential diagnosis

Common Questions and Common Questions and AnswersAnswers

Can I use the BESS to monitor progress?► Perhaps, but in limited situations

● The BESS may be helpful in tracking overall behavioral and emotional trends within a school or other large population

● The BESS is not as useful for measuring the effects of specific interventions that a child may have gone through,

● Ideal for a screener rather than many items measuring a specific type of behavioral/ emotional problem

ASSIST Software Scoring & ASSIST Software Scoring & ReportingReporting

ASSIST Reports (Computer ASSIST Reports (Computer Scoring)Scoring)

►Individual●Score Summary●Tracking

►Group●Score Summary●Tracking●Roster

Individual ReportsIndividual Reports► A single report 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 and Total Score, along with classification rating for Risk Level for Behavioral or Emotional Problems

Teacher

Parent

Student

District: 82.5% Normal 15% Elevated2.5% Ex. Elevated

IndividualSchool

Summaries

Risk LevelStudentsValidity

Group: Roster ReportGroup: Roster Report

Can sort by

level

ExtremelyElevated

Elevated

Normal


Parent Relationship Parent Relationship QuestionnaireQuestionnaire

A questionnaire completed by a parent or caregiver that provides information on:

► Parenting style► Parenting confidence► Stress► Satisfaction with the child’s school


► 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

► Computer report with longitudinal tracking



► Two levels ● Preschool: ages 2.5 – 5

♦ 45 Items● Child/Adolescent: ages 6 – 71

♦ 71 Items► Scoring results reported in:

● Linear T-Scores● Percentiles

Questionnaire ScalesQuestionnaire Scales

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

Questionnaire ScalesQuestionnaire ScalesAttachmentThe affective, cognitive, and behavioral

relationship

2…I know when my child will become upset5…I enjoy spending time with my child8…I know what my child is thinking


CommunicationThe quality of information exchanged and

listeningskills promoting trust

13…My child tells me about his or her day19…My child tell me about activities at school21…I listen to what my child has to say

Questionnaire ScalesQuestionnaire ScalesDiscipline PracticesConsistency and willingness to control behavior.Assumption that discipline is good (new definition)

6…Children should do what parents tell them to do12...It is important for a child to follow family rules17..I punish my child if he or she talks back to an adult

Questionnaire ScalesQuestionnaire Scales InvolvementParent child participation in common activities

andparent knowledge about those activities

25…I teach my child how to play new games33…My child and I do projects together44…My child and I go on outings together


Parenting ConfidenceThe comfort, control, and confidence in makingparenting decisions and process

55…I make good parenting decisions62…May child and I agree on most things66…I am confident in my parenting ability

Questionnaire ScalesQuestionnaire Scales Satisfaction with SchoolParent’s belief that the school is meeting theirchild’s needs

3…My child is getting a good education10..My child's school meets his or her emotional needs16..My child’s school seems to spend its money wisely


Relational FrustrationThe stress the parent experiences relating to

thebehavior and affect of the child

35…I lose my patience with My child39…My child and I get into arguments45…My child is hard for me to handle

ArchitextArchitext► Windows base software for:

● Functional Behavioral Analysis● Behavioral Intervention Plans● Manifestation Determinations

► Efficient & consistence method to:● Identifying problems behaviors● Determining understanding

consequences● Determine function of behavior● Develop interventions● Monitor intervention progress

Pick a number Pick a number betweenbetween1 and 77

Write it down!Write it down!

1111

Thank YouThank You

forfor

Your ParticipationYour Participation

Documents

Cheryl Neithercott Assessmenty Representative Larry Hanken, Ph.D. National Consultant Director, University Alliance Program Behavioral and Emotional Screening