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Behavior Assessment System for Children, Third Edition (BASC-3)

The Behavior Assessment System for Children, Third Edition (BASC-3) is a collection of
various measures intended to assess the behaviors and self-perceptions of children. Some of the
behavioral and emotional domains being measured include hyperactivity, aggression,
adaptability, withdrawal, depression, and attitude toward school. The BASC-3 can be used with
individuals between the ages of 2 and 25. Use of the BASC-3 tools provides a multi-faceted
approach to understanding students’ behaviors and self-perceptions through several viewpoints.
For example, there is a Teacher Rating Scale (TRS), Parent Rating Scale (PRS), and Self-Report
of Personality (SRP) which can all be used to understand the student from their own perspective
as well as those of the teachers and parents. Other tools of the BASC-3 include the Behavior and
Emotional Screening System (BESS), Structured Developmental History (SDH), Student
Observation System (SOS), and Parent Relationship Questionnaire (PRQ) as well as intervention
guides and monitoring systems.
Scores for indices and composites obtained on the TRS, PRS and SRP are reported as T
scores, which have a mean of 50 and standard deviation of 10. Each T score has a corresponding
percentile rank, which demonstrates how many people in the norming group scored at or below
that particular score. This represents the individual’s placement within the distribution of scores.
For the clinical scales, scores between 60-70 are considered to be in the “at-risk” range while
scores above 70 are considered “clinically significant.” For the adaptive scales, scores between
30-40 are considered to be in the “at-risk” range while scores below 30 are considered to be
“clinically significant.”
The TRS and PRS were both given as part of Ben’s assessment. The TRS was completed
by Ms. M and Ms. S and the PRS was completed by his mother. The scores for both scales are
presented in the following chart. These scores should be interpreted with some caution. A
validity index on the BASC-3 that examines negative responses was elevated across all three
raters. However, there are many similarities among the scores from his mother and his two
teachers. The scores will be interpreted together because of the similarities and consistency
between the raters.
Behavior Assessment System for Children, Third Edition (BASC-3) PRS-C & TRS-C
Ms. M. Ms. S. Mother
Index/Scale/Subscale Name T-Score Percentile T-Score Percentile T-Score Percentile
Rank Rank Rank
Clinical Scales
Externalizing Problems 98** 99 103** 99 103** 99
Hyperactivity 91 99 89 99 96 99
Aggression 91 99 99 99 101 99
Conduct Problems 99 99 107 99 90 99
Internalizing Problems 71** 95 86** 99 66* 93
Anxiety 72 96 75 97 68 95
Depression 84 99 95 99 80 98
Somatization 43 24 64 91 42 23
School Problems 77** 99 76** 99
Attention Problems 80 99 74 99 74 99
Learning Problems 70 95 74 97
Atypicality 93 99 93 99 74 96
Withdrawal 73 96 70 95 67 93
Behavioral Symptoms Index 95** 99 96** 99 93** 99
Adaptive Scales
Adaptability 24 1 27 2 36 9
Social Skills 37 11 35 8 35 8
Leadership 32 3 34 5 40 18
Study Skills 26 1 26 1
Functional Communication 31 5 29 4 45 29
Activities of Daily Living 25 1
Adaptive Skills 27** 1 27** 2 34* 7
*At Risk, **Clinically Significant

The Behavioral Symptoms Index (BSI) is comprised of the following scales:


hyperactivity, aggression, depression, atypicality, withdrawal, and attention problems. According
to scores from all three raters, the BSI is in the Clinically Significant range and it is likely that
Ben is experiencing pervasive behavioral, emotional, and attentional problems. For example, it is
reported that Ben engages in disruptive and impulsive behavior, is seemingly alone, and has
significant difficulty with maintaining attention. The scores for the other behavioral composites
are also elevated across raters. The elevated scores for these composites suggest that Ben
engages in behaviors such as arguing, seeming worried or sad, and also reflect his low work
completion.
The Adaptive Skills Composite is also a concern according to the scores from all three
raters. The elevated scores suggest that Ben has trouble adapting to change, sometimes struggles
to make decisions, and has difficulty performing tasks safely.

The consistency in scores among all three raters suggests that Ben is experiencing
pervasive behavioral and emotional problems. There are concerns with externalizing behaviors,
internalizing behaviors, school behaviors, and adaptive skills. It is also reported that Ben
sometimes says, “I hate myself,” threatens to hurt others, and loses control when angry. These
problems appear to affect Ben’s ability to function in both the home environment and the school
environment.

Scales for Assessing Emotional Disturbance, Second Edition (SAED-2)


The Scales for Assessing Emotional Disturbance, Second Edition (SAED-2) is an
emotional & behavioral assessment instrument that is designed to assist in determining eligibility
for special education services under the category of emotional disturbance (ED) as defined by the
Individuals with Disability Education Improvement Act (IDEA 2004). The SAED is composed
of three components: the Rating Scale, the Developmental/Educational Questionnaire, and the
Observation Form. These components can be used individually or in variation with one another.
The Rating scale is a standardized, norm referenced instrument that assesses emotional and
behavioral problems in the educational setting. It is comprised of six subscales: Inability to
Learn, Relationship Problems, Inappropriate Behavior, Unhappiness or Depression and Physical
Symptoms or Fears. These subscales fall within the definition of ED. The sixth subscale
measures any behaviors that indicate social maladjustment and is used for children 12 years or
older.
The SAED-2 was used as part of Ben’s assessment. It was given to two teachers, Ms. M.
and Ms. S., as well as his mother. At this time, scores are only available from Ms. M. and Ms. S.

Scales for Assessing Emotional Disturbance, Second Edition (SAED-2)


Ms. M. Ms. S.
Subscale Scaled Score Percentile Rank Scaled Score Percentile Rank
Inability to Learn 16 98 17 99
Relationship Problems 18 >99 18 >99
Inappropriate Behavior 16 98 18 >99
Unhappiness or Depression 16 98 16 98
Physical Symptoms or Fears 18 >99 18 >99
*All scores are considered to be Indicative or Highly Indicative of ED

Ratings from both Ms. M and Ms. S suggest that Ben demonstrates a significantly higher
level of emotional and behavioral problems as compared to his same age peers. Consistency is
evident in both Ms. M’s and Ms. S’s ratings, which indicate that Ben demonstrates high levels of
behavioral and emotional problems in the classroom setting that are highly indicative of an
emotional disturbance. This includes behaviors such as being easily distracted and feelings such
as a lack of self-confidence and worry.
Scores from both the BASC-3 and the SAED-2 suggest that Ben is demonstrating
behavioral and emotional difficulties in both the home environment and the school environment.
These scores are consistent with anecdotal teacher reports and with observations conducted in
multiple school settings. The difficulties that Ben is experiencing seem to be affecting both his
social interactions and his academic performance. Additionally, there are concerns with
internalizing symptoms such as sadness and worry. These difficulties were also observed during
testing when Ben expressed that he was angry and needed to calm down. He also expressed to
the examiner that he sometimes says things he doesn’t mean when he’s upset. These behaviors
should continue to be monitored and addressed through behavioral strategies and interventions.