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Behavior Assessment System For Children Basc
Behavior Assessment System For Children Basc
Children (BASC)
R. W. Kamphaus, Ph.D.
The University of Georgia
Acknowledgements
Multimethod
Structured Developmental History
(SDH)
Student Observation System (SOS)
Teacher Rating Scales (TRS)
Parent Rating Scales (PRS)
Self-Report of Personality
Objectives
SOS
SOS Scales
Inappropriate movement
Inattention
Inappropriate vocalization
Somatization
Repetitive motor movements
Aggression
Self-injurious behavior
Inappropriate sexual
behavior
Bowel/bladder problems
Adaptive Scales
Response to teacher
Work on school subjects
Peer interaction
Transition movement
Using Part B
10
8
6
4
2
0
R to T
W on S
In Move
Inatt
In Vocal
TRS Details
Percent
Cited for
Physical
Aggress
Well
Adapt
ed
(Type
1)
Avera
ge
(Type
2)
Disrupt
Behavio
Probs
(Type
3)
Acade
mic
Probs
(Type
4)
Physical
Complai
nts and
Worry
(Type 5)
Gen
Probs
Severe
(Type
6)
Mildly
Disrupti
ve
(Type
7)
43
15
43
14
TRS
Hyperactivity (impulsivity)
Aggression (verbal or
physical)
Conduct Problems
(delinquency; 6-18 only)
Anxiety (worry, nervousness)
Depression (sad, unhapppy)
Somatization (physical
complaints)
Attention Problems
Learning Problems
(academic problems; 6-18
only)
Teacher 2
Teacher 3
Hyperactivity
76
83
66
Attention
Problems
69
71
69
Learning
Problems
79
81
83
Adaptability
40
36
47
Atypicality
64
72
64
Under-diagnosis of ADHD in
Children with MR
PRS Details
Audiotape administration
Spanish edition available
Norms to age 2 years 6 months
Fifth grade reading level
Mothers and fathers produce similar
average raw scores
Parent feedback form available for PRS,
TRS, and SRP results
Parent/Caregiver Ratings
PRS
Hyperactivity
Aggression
Conduct Problems
(6-18)
Anxiety
Depression
Somatization
Attention Problems
Atypicality
Withdrawal
Adaptability (4-11)
Leadership
Social Skills
Patterning
Consistency
Fake Bad (F)
Father
95
68
Attention Problems 68
68
Hyperactivity
Teacher 1
Teacher 2
63
63
Attention Problems 66
64
Hyperactivity
SRP Details
Validity Scales include: Patterning,
Consistency, Lie (L) (12-18), Fake Bad
(F), Validity (V)
Third grade reading level
Spanish version available
Children and adolescents may know
themselves better that parents or
teachers (see next slide)
SRP-C
PRS-C
TRS-C
70
60
50
40
30
Anx
Rel Par
Att
Schl
Att
Teach
Atyp
Dep
Inter
S of I
Loc
Con
Se Est Se Rel
Soc
Stre
Agg
Att
Hyper
Depression
Somatization
Anxiety
Atypicality
Sense of Inadequacy (feels
unsuccessful in school)
Social Stress (tension
around peers)
Locus of Control (rewarded
or punished by others)
Sensation Seeking (12-18)
(risk taking)
Attitude Toward
Teachers
Attitude Toward School
Relations with Parents
Interpersonal Relations
(friendships)
Self-Esteem
Self-Reliance
(dependability)
80
70
60
Dep
Loc
S of I
Aty SS
Anx
Som
GCA
50
40
30
20
10
0
SE
Jonathan - Depression,
Polysubstance Dependence
80
70
60
Dep
S of I
Anx
50
Aty
LocSS
40
Som
IR
SE
RP
30
20
10
0
SR
SRP Facts
Ratings Interpretation
Identify all scales with T scores in the atrisk range (T=>60)
Confirm or disconfirm the importance of
each with available evidence
Collect additional evidence as needed
Draw conclusions regarding
classification, diagnosis, and
intervention
Ratings Interpretation
70+ Functional impairment in multiple
settings, Often diagnosable condition
60-69 Functional impairment in one or
more settings, sometimes diagnosable
condition
45-59 No functional impairment or
condition
<45 Notable lack of symptomatology
Interpretation
70+
60-69
45-59
<45
BASC + IDEA
52
68
120
42
70
55
76
64
60
27
39
Karen SRP
Att to School
Att to Teach
Sensation
Atypicality
Locus of C
Somatization
Social Stress
Anxiety 47
71
55
60
41
50
39
38
Depression
49
Sense of In
45
Relations Par 30
Interpersonal 57
Self-Esteem 58
Self-Reliance 46
Critical - I just dont
care anymore
Stefan SRP
Att to School
Att to Teach
Atypicality
Locus of C
Social Stress
Anxiety
64
84
48
68
60
55
Depression
68
Sense of In
78
Relations Par 10
Interpersonal 31
Self-Esteem 34
Self-Reliance 36
Critical - Sometimes
I want to hurt myself
67
73
79
62
77
46
71
63
71
76
27
33
35
27
69
73
79
65
66
64
61
63
61
75
27
34
35
31
Father
Hyperactivity
65
71
Aggression
76
67
Conduct Problems
75
91
Anxiety
59
59
Depression
74
72
Somatization
73
53
Atypicality
76
50
Withdrawal
57
47
Attention Problems
73
73
Adaptability
25
27
Social Skills
35
37
Leadership
35
37
Effects of Culture
12
10
8
Colombian
White
African-Am
U.S. Hispa
6
4
2
0
PRS
Hyp
TRS
Hyp
PRS
Att
TRS
ATT
PRS
Con
TRS
Con
6
4
2
0
PRS
Hyp
TRS
ATT
PRS
Con
TRS
Con
Cross-Cultural Assessment
Strategies
Person-Oriented Methodology
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 1
Well-Adapted (34%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 2
Average (19%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 3
Disruptive Behavior Problems (8%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 4
Learning Problems (12%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 5
Physical Complaints/Worry (11%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 6
General Problems-Severe (4%)
80
70
60
50
40
30
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
T-Score
Aggression
TRS-C Type 7
Mildly Disruptive (12%)
80
70
60
50
40
Likeab .86
ility
-.40
-1.76
-1.72
1.15
-2.54
-.98
Friend
ships
2.2
.83
.43
.36
1.37
.50
.25
Center .03
(MDS)
.01
.87
.88
-.73
1.39
.29
Avge
Rural
Well
Adapt
15
39
Disrupt Acad
Behave Prob
8
13
Phys
Severe Mild
Worry
Disrupt
9
4
13
Medellin
30
24
17
12
12
Urban
29
26
13
11
12
National
34
19
12
11
12
Cluster
100
90
WA
F requency
80
AVG
70
DBP
60
50
LP
40
PC/W
30
20
GP-S
10
0
MD
Cluster
100
90
WA
F requency
80
AVG
70
DBP
60
50
LP
40
PC/W
30
20
GP-S
10
0
MD
W e ll A d a p t e d
Year 1
W e ll A d a p t e d
69%
A v e ra g e
22%
D is r u p t iv e B e h
0%
L e a r n in g P r o b
2%
P h y s ic a l C o m
3
P sych o S ever
0
M ild ly D is r u p t
5%
Disruptive Pathway
D is r u p t iv e B e h
Year 1
W e ll A d a p t e d
5%
A v e ra g e
19%
D is r u p t iv e B e h
41%
L e a r n in g P r o b
12%
P h y s ic a l C o m
0
P sych o S ever
3%
M ild ly D is r u p t
19%
Dowdy Erin
Amanda Kroncke
Definitions of Chronicity
700
680
660
640
620
600
1.00
2.00
3.00
M e a n o f Y r 4 IT B S s c a le d s c o r e M a th C o m p o s ite
220
210
200
190
180
170
1.00
2.00
3.00
700
M ean of S AT 9R D _5
680
660
640
620
600
1.00
2.00
3.00
M e a n o f Y r 4 IT B S S c a le d S c o re - R e a d in g C o m p o s ite
210
200
190
180
170
1.00
2.00
3.00
Risk/Resilience Systems
Roberts Research
4
WA
3
2
Adaptive
Skills
-2
AV 0
-1
XY (Scatter) 1
0 PCW
MD
2
-2
-3
LP
Externalizing
DBP
GP-S
Levels of need
Family
School
Peers
Community
Severe Psychopathology
Disruptive Behavior Problems
Intervention
Secondary and Tertiary Prevention
Primary Prevention
Learning Problems
Physical Complaints/Worry
Mildly Disruptive
Well-Adapted
Average
References
References
References
References
Kamphaus, R. W., Jimnez, M. E., Pineda, D. A., Rowe, E. W., Fleckenstein, L., Restrepo,
M. A., Mora, O., Puerta, I. C., Jimnez, I., Sanchez, J. L., Garca, M., & Palacio, L. G.
(2000). Anlisis transcultural de un instrumento de dimensiones mltiples en el diagnstico
del dficit de atencin. Revista de Neuropsicologa, Neuropsyqiatra y Neurociencias, 2,
51-63.
Pineda, D. A., Kamphaus, R. W., Mora, O., Restrepo, M. A., Puerta, I. C., Palacio, L. G.,
Jimnez, I., Meja, S., Garca, M., Arango, J. C., Jimnez, M. E., Lopera, F., Adams, M.,
Arcos, M., Velsquez, J. F., Lpez, L. M., Bartolino, N. E., Giraldo, M., Garca, A., Valencia,
C., Vallejo, L. E., & Holgun, J. A. (1999). Sistema de evaluacin multidimensional de la
conducta. Escala para padres de nios de 6 a 11 aos, versin colombiana. Revista de
Neurologa, 28, 1-10.
Petoskey, M.D., Kamphaus, R. W., A. Michele Lease, & Huberty, C. J. (Revision submitted
for second review). Stability and change in a dimensional typology of child behavior.
Kamphaus, R. W., & DiStefano, C. A. (in press). Evaluacin Multidimensional de la
Psicopatologa Infantl. Revista de Neuropsicologa, Neuropsyqiatra y Neurociencias.
Crijnen, A. A. M., Achenbach, T. M., & Verhulst, F. C. (1997). Comparisons of problems
reported by parents of children in 12 cultures: Total problems, externalizing, and
internalizing. Journal of the American Academy of Child and Adolescent Psychiatry, 36(9),
1269-1277.
BASC Contacts/Information