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See Sample forms and reports for original test.

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Interpretation & Implementation

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Interpretation & Implementation

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Useful for identifying behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs

Assists with Differential diagnosis (i.e. hyperactivity and attention problems)

Helps determine educational eligibility for special education

Aides in design of treatment plans

Allows clinician to progress monitor using evidence-based interventions

Highlights emotional and behavioral strengths - Not just problem behavior

Retrieved from:
https://masp.wildapricot.org/resources/Documents/BASC-3_Psimas_2hr_MASP%202015.pdf

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How are results used to develop and IEP?

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How are results used to develop and IEP?

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“Sample's T score on Emotional Self-Control is 65 and has a percentile rank of 92. This T score falls in the At-Risk classification range and follow-up may be necessary. Sample's mother reports that Sample can become easily upset, frustrated, and/or angered in response to environmental changes.”

With this result from the BASC-3 an IEP team can construct an IEP goal to go from a T score or 65 to a T score of 50 (average) in one year. The IEP team can set up how they will track and make sure the goal takes place.

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Scoring Procedures: The BASC-3 uses the BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) to score and assess. (http://www.pearsonclinical.com/education/products/100001482/basc3-behavioral-and-emotional-screening-system--basc-3-bess.html#tab-details)

Expectations to Rules for Scoring: No specifics noted in the BASC-3 protocol

Develop an IEP: No specifics noted in the BASC-3 protocol however; using results from the BASC-3 T-scores teachers can easily set specific goals for a student on an IEP.

Scores/Interpretation: T scores and percentiles, for a general population and clinical populations

Scoring Options: Q-global™ Web-based Administration, Scoring, and/or Reporting, or Manual Scoring.

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Appropriateness
of BASC-3 for Emotional Disturbance

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Appropriateness
of BASC-3 for Emotional Disturbance

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Help children thrive in their school and home environments with effective behavior assessment. The Behavior Assessment System for Children (BASC) holds an exceptional track record for providing a complete picture of a child's behavior. School and clinical psychologists have depended on BASC for more than 20 years. Now, renowned authors Drs. Cecil Reynolds and Randy Kamphaus present their latest edition of this excellent measure—BASC-3.

BASC-3 provides the most comprehensive set of rating scales. These scales measure areas important for both IDEA and DSM-5 classifications. Best of all, you receive the most extensive view of adaptive and maladaptive behavior.

The criteria for classification of a student as Emotionally Disturbed under IDEIA requires that we look broadly at children, the context of their behavior, history, and acuteness/chronicity

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The BASC - 3 Is a reliable and valid assessment.

A single Total Score on the report that is a reliable and accurate predictor of a broad range of behavioural, emotional and academic problems.

Validity indexes that identify responses that may be overly negative or inconsistent.

Retrieved from
http://www.pearsonclinical.com/education/products/100001402/behavior-assessment-system-for-children-third-edition-basc-3.html#tab-details

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Administration Format: The BASC-3 is available on Q-global®: a secure, web-based platform that can be used to deliver digital administrations of teacher, parent, and self- report forms, and provide scoring and reporting for web-based and paper-based administrations. The BASC-3 can also be administered via paper and pencil and scored by hand.

Age Range:
• The Structured-Developmental History (SDH): All ages

• Student Observation System (SOS): All ages

• Self-report of Personality (SRP):
SRP-I: Ages 6-7
SRP-C:  Ages 8-12
SRP-A: Ages 12-21
SRP-COL: Ages 18-25

• PRS: Parent Rating Scales (PRS):
PRS-P: Ages 2-5
PRS-C: Ages 6-11
PRS-A: Ages 12-21

• TRS: Teacher Rating Scales
TRS-P: Ages 2-5
TRS-C: Ages 6-11
TRS-A: Ages 12-21

• Parenting Relationship Questionnaire (PRQ): Ages 2-18

Completion Time:

BASC-3 Teacher Rating Scales (TRS) 10-20 minutes
BASC-3 Parent Rating Scales (PRS) 10–20 minutes

BASC-3 Self-Report of Personality (SRP) 30 minutes

Qualification to Administer Test:

A master's degree in psychology, education, occupational therapy, social work, or in a field closely related to the intended use of the assessment, and formal training in the ethical administration, scoring, and interpretation of clinical assessments.

Certification by or full active membership in a professional organization (such as ASHA, AOTA, AERA, ACA, AMA, CEC, AEA, AAA, EAA, NAEYC, NBCC) that requires training and experience in the relevant area of assessment.

A degree or license to practice in the healthcare or allied healthcare     field.

Formal, supervised mental health, speech/language, and/or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring, and interpretationof clinical assessments.

(http://www.pearsonclinical.com/education/qualifications.html)

Body Language: No specifics noted in the BASC-3 protocol.

Protocols for Hard-to-Assess Students: No specifics noted in the BASC-3 protocol.

Legal and Ethical Implications:

Pearson (BASC-3) is committed to maintaining professional standards in testing as presented in the Standards for Educational and Psychological Testing published by the American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME). A central principle of professional test use is that individuals should use only those tests for which they have the appropriate training and expertise. Pearson supports this principle by stating qualifications for the use of particular tests, and selling tests to individuals who provide credentials that meet those qualifications.

http://www.pearsonclinical.com/education/products/100001402/behavior-assessment-system-for-children-third-edition-basc-3.html#tab-pricing

https://masp.wildapricot.org/resources/Documents/BASC-3_Psimas_2hr_MASP%202015.pdf

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Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities or other disabilities.

BASC 3 RTI Levels 2 and 3

Using assessments in Tier 2

When more intensive interventions must be considered, in most cases, a specialized problem-solving/intervention team convenes to identify targeted curriculum modifications and progress monitoring methods. To select the most appropriate research-based instructional tools to address students' difficulties, the team should gather data from CBM screenings and possibly from other more in-depth standardized measures that delineate student needs within a specific content or behavioral area. The data from these formal and informal assessments provide a closer look into the overall strengths and needs of the student, thereby guiding more targeted instructional approaches or strategies and intervention. Progress monitoring remains an essential component at this level to document the effectiveness of interventions and develop revised instructional tactics. At this point, the main goal of these types of assessments is to answer the question, "How can we help the teacher instruct this child?" rather than "Is this student eligible for special education services?" However, if a student continues to make insufficient improvement, despite repeated progress monitoring and curriculum modifications, a comprehensive individualized evaluation may be justified.

Using assessments in Tier 3

A small percentage of students will not keep pace with classmates in physical, emotional, academic, and/or cognitive domains. When a student does not respond to the targeted interventions provided at Tier 2, a referral may be needed to consider whether a comprehensive individualized evaluation is required. Such an evaluation typically means examining various aspects of cognitive, emotional, and behavioral skills to understand how these underlying processes may be impacting functioning. This includes the careful, systematic observation of how a student solves problems, which provides the detailed, highly specific information required for the development of specialized intervention and instruction. Data from these evaluations can also be used to determine if a student is eligible for an educational disability classification. If so, an IEP (Individualized Educational Plan) can be developed to provide special education services. Once interventions are created and implemented, specific, frequent progress monitoring strategies are needed to analyze response to the interventions and specialized instruction. This continual progress monitoring is essential throughout the educational process so that the student's achievements and needs are accurately examined across time.

http://images.pearsonclinical.com/images/ca/rti/RTI_role.htm

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What Is BASC 3

(Behavior Assessment System for Children, Third Edition)

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What Is BASC 3

(Behavior Assessment System for Children, Third Edition)

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A comprehensive set of rating scales and forms including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). Together, they help you understand the behaviors and emotions of children and adolescents.

Benefits include:

Uses a multidimensional approach for conducting a comprehensive assessment

Strong base of theory and research gives you a thorough set of highly     interpretable scales

Ideally suited for use in identifying behavior problems as required by IDEA, and     for developing FBAs, BIPs, and IEPs

Enhanced computer scoring and interpretation provide efficient, extensive reports

Normed based on current U.S. Census population characteristics

Differentiates between hyperactivity and attention problems with one efficient instrument

Retrieved from
http://www.pearsonclinical.com/education/products/100001402/behavior-assessment-system-for-children-third-edition-basc-3.html#tab-details