The Behavior Assessment System for Children: second edition (BASC-2), a revision of the original BASC, is a multi-method and multidimensional assessment. In the revision of this assessment there were multiple changes “designed to evaluate various aspects of behavior and personality, including positive adaptive as well as negative clinical dimensions” (Myers et al, 2010). In 2004, AGS Publishing and Pearson Assessments published this psychological test. In hopes of creating an assessment that was useful in observing behavior and self-perception, Cecil R. Reynolds and Randy W. Kamphaus created the BASC-2 in English and Spanish. Furthermore, this assessment is only available to individuals who are trained or certified by a recognized institution, with a minimum Bachelor’s degree or be apart of the National Association for School Psychologists (NASP). Some assessments are available for …show more content…
people to purchase if they have a graduate degree in psychology or a related field or if the person has training equivalent to a graduate degree (Reynolds & Kamphaus, 1992). The cost of this assessment ranges from 150 to 250 dollars, which is comparatively inexpensive in regards to psychological test. This assessment is useful in the, “educational classification of various child emotions and behavioral disorders” (Reynolds & Kamphaus, 1992). It is also used in many longitudinal studies as well in custody hearings and determining the needs of delinquents while incarcerated. Moreover, it is useful in aiding the assessment of students who suffer from vision or hearing impairments. Essentially, this test is used to assess the behaviors, emotions and learning disabilities of individuals from infancy to adulthood. Description Test Content This assessment uses a triangulated view of the child’s behavioral problems by examining their behavior in multiple settings, evaluating the child’s emotions, personality and perceptions of the self while also gathering background information that is useful in making educational classifications and clinical diagnosis (Reynolds & Kamphaus, 2004). The triangulated method consists of gathering information from the child, the parents and a teacher. The five components used in this assessment include: the Teacher Rating Scales (TRS), the Parent Rating Scales (PRS), the Self-Report of Personality (SRP), the Structured Developmental History (SDH) form, and the Student Observation System (SOS). The Teacher Rating Scale is used to gain information about the child in a classroom setting since the “teacher may then be more likely to share parental impressions of atypical behavior” (Nugent et al, 2013). Moreover, this information is important in understanding where the child’s behavior originates. This rating scale has three forms that target three different age groups; preschools which is for children two through five, child which is for children six to eleven years of age and the adolescence which is for administration of individuals who are twelve to twenty-one years of age. Furthermore, the Teachers Rating Scale seeks to “assess the broad domains of externalizing problems, internalizing problems and school problems, while also measuring adaptive skills” (Reynolds & Kamphaus, 2004). Following is the Parent Rating Scale which is used to measure the child’s behaviors in a community or a home setting.
This scale is also broken down into three forms depending on the child’s age. This scale “is a new measure that has unique potential to aid in diagnostic decision making, as it contains conceptually derived scales created for use in conjunction with psychiatric and educational classification systems” (Doyle & Ostrander, 1997). This rating scale uses adaptive skill domains that are measured in the Teachers Rating Scale, which consists of how well a child might work with other children or how they treat their peers. It also measures certain behaviors such as aggression, hyperactivity, and anxiety. Next is the Self- Report of Personality, which, “ is an omnibus personality inventory consisting of statements” (Reynolds & Kamphaus, 2004). The responses from the statements asked during this assessment can be answered in true or false. This report focuses more on the content scales, which include measuring the level of anger, control, ego and strength an individual
displays. The Structured Developmental History is comprised of an extensive history that is gathered from a background survey. This survey is completed by a “ clinician during an interview with a parent or guardian, or may be completed during as a questionnaire by a parent, either at home or in a school or clinic” (Reynolds & Kamphaus, 2004). The information gathered from this survey serves an important role in figuring out what treatment option fits best for the individual and its especially important during the diagnosing process. This history is important because “many development events and medical or related problems in the family may have an impact on the child’s current behavior” (Reynolds & Kamphaus, 2004). Lastly the Student Observation System is the form that is used to track and record direct observation of the behavior shown from the child in a classroom setting. This includes all behaviors, positive or negative. This observation can be used in regular and special education classes (Reynolds & Kamphaus, 2004). It is profoundly helpful in the diagnosis process because the child can be observed without them being aware. It can also be used “repetitively to evaluate the effectiveness of educational, behavioral, psychopharmacological, or other treatments” (Reynolds & Kamphaus, 2004). This type of observation can also be completed from a computer, which eliminates the hassle of using pen and paper. This method is called the Portable Observation Program (POP). Purpose & Uses The main purpose of this test assessment is to “assist in the educational classification of emotional and behavioral disorder in children as well facilitate the design of treatment plans” (Reynolds & Kamphaus, 1992). Through the use of the forms and scales within the BASC-2 assessment, a trained professional is provided with all the information they will need to make a clear and thought out diagnosis as well as a thought out plan of treatment. Moreover, the multimethod multidimensional system that is used within this assessment allows trained officials to gather the extensive background information from certain individuals that measures certain behaviors or emotions, which are detrimental to the individual’s mental health. This assessment can be used in countless ways such as “measuring both the positive and adaptive behaviors as well as negative and maladaptive behaviors” (Reynolds & Kamphaus, 1992). Furthermore, this test can be used in “clinical diagnosis, educational classification, manifestation determination, and assessment of children with sensory impairments, program evaluation, and research” (Reynolds & Kamphaus, 1992). This tool has also shown benefits when used during longitudinal studies because the information gathered allows researchers to directly identify the level risk the child is at, the onset age, and progression of behavioral problems. Additionally, it has been useful in special needs cases and child custody issues (Reynolds & Kamphaus, 1992). Contraindications & Characteristics of examinees While this assessment is useful in aiding individuals who suffer from visual and hearing impairments, it is advised that they will need a specialized proctor. By having a specialized proctor, these individuals with impairments such as these aren’t disadvantaged during testing. Additionally, the adolescent, children, or young adults that were tested with this assessment were normally chosen because they showed signs of extreme behaviors and emotions. Hyperactivity, extreme aggression, and appositionally defiant are some of the common behaviors shown in examinees being tested with the BASC-2 (Doyle & Ostrander, 1997). Additionally, emotions such as depression and anxiousness are sometimes shown in individuals that are tested. Administration & Scoring All of the forms and scales of this assessment can be administered by a trained professional. The Teachers Rating Scale is given to any teacher, teacher’s aid, or daycare aids that have spent up to six to eight weeks with child that is being tested. This scale and the Parent Rating Scale use a 4-point response format, N for Never, S for Sometimes, O for Often, or A for Almost Always. They are asked questions about how the child interacts with others and about the child emotional behavior in different settings (Reynolds & Kamphaus, 2004). Next is the Self-Report of Personality Interview, which is proctored by a trained professional and is administered to children age’s six to seven and they are asked a series of questions. This interview normally takes approximately twenty to thirty minutes. During this interview, the child is asked various questions in order to gauge their emotions and self-perception. This interview is scored in a 2-point response format T for True or F for False and a 4-point response format N for Never, S for Sometimes, O for Often, or A for Almost Always 9 (Reynolds & Kamphaus, 2004). Then the items are assigned a numerical value. Essentially the N, O, S, and A correspond with 0, 1, 2, and 3 points (Reynolds & Kamphaus, 2004). Interpretation Once the scores are given back to the administrator, they are computed into a raw score. This process can be completed by hand, scanning or with computer software called BASC-2 ASSIT (Reynolds & Kamphaus, 2004). The computed raw scores from the TRS and the PRS are used on the F index, which is used to identify the negative responses made by the teacher or the parent; this index is essential in identifying a child as having an unrealistic number of problems (Reynolds & Kamphaus, 2004). The Self-Report of Personality Interview results are also computed into a raw score and are compared to the Behavioral Symptoms Index (BSI). This raw score is then computed into a percentile rank, which places adolescence, children and young adults into a high or low category, which interprets their level of emotions and behaviors.
Behavior Modification strategizes to reduce varieties of unwanted or unexpected behavior by utilizing reinforcement and punishment. In hopes to changing a specific behavior, the individual will learn that good behavior will result in good consequences. In a 1:1 setting, Discrete Teaching or DTT is a method part of ABA that involves the use of “three-term contingency” or simply known as antecedent, behavior and consequence. For example, in a 1:1 setting, a teacher asks a student to clap hands (antecedent), the student claps hands (behavior) the teacher gives student a piece of candy (consequence).
There are many things to learn from this article written by Donald Baer, Montrose Wolf, and Todd Risley. It is a very informing article in which you can learn about the current dimensions of applied behavior analysis. The seven dimensions mentioned are: applied, behavioral, analytic, technological, conceptually systematic, effective, and generality.
With the exception of the MF scale that is part of the four factor model, the remaining three which are General Maladjustment, Social Introversion and Over-Control, relevantly address the behavioral problems exhibited by Jane. Hence, it is imperative that the racial disparity of the MF scale be considered from a cultural perspective because studies have shown that there is a tendency of non-Whites scoring higher than other races (Gass & Odland, 2014). Ideally, the variations in cultural values must be considered when applying the test on Whites and non-Whites since the differences reflect socio-economic factors rather than racial differences. The use of personality tests helps both teachers and parents in creating stronger and richer relationships with students more quickly by providing more insight into who they are and what their interests are (Pittenger, 2005). Head-to-head comparison of the predictive validity of personality types and dimensions.
The MACI consists of a 160-item inventory, provided in the English and Spanish language, with a combination of the 27 subscales. The intention of the inventory is to provide counselors and other healthcare or school professional with information to assist in diagnosis and treatment planning for personality disorders in adolescent (Millon & Davis, 1993). The inventory consists of true or false questions; given that this inventory is shorter compared to other personality assessment, it only takes about 20-30 minutes to complete. Millon’s MACI inventory provides convenient and cost-effective methods for scoring the inventory, which include Q-global web-based scoring, Q-Local software-based scoring, and mail-in scoring. Since the MACI is tailored toward adolescents ranging in ages from 13-19, participants must have a minimum of a sixth grade reading level in order to
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual.
Ever wonder why many individuals are reluctant to changing their behavior? Some see change as a means of restarting their life while others do not know the first step to take. Due to this, psychologist has created a program known as the Behavior Modification Analysis to aid individuals who face these problems. Within this program, persons with behavioral issues will determine their issue and why it needs to be modified. Then this program will form various reasons as to why individuals portray certain behaviors. Next, the target behavior and the assessment of behavior will be examined, measured and observed. Then, a frequency tracking of the behavior will be completed and results recorded. After obtaining the results, realistic goals will be
The Beck Depression Inventory measures depression criteria as evidenced in the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (Flanagan & Henington, 2005). The Beck Anxiety Inventory assesses childhood fears related to health and school (Flanagan & Henington, 2005). The Beck Anger Inventory appraises the individual’s opinion of mistreatment, negative thoughts, and physiological arousal (Flanagan & Henington, 2005). The Beck Disruptive Behavior Inventory measures behaviors and attitudes related to oppositional and defiant behavior (Flanagan & Henington, 2005). This is consistently seen in youth diagnosed with Oppositional Defiant Disorder and Conduct Disorder. Lastly, the Beck Self-Concept Inventory assesses feelings of self-worth and competence (Flanagan & Henington, 2005).
In the second phase of the study, the interviewers came back and interviewed the same people 2 years later. This time they used a checklist similar to the one used at age 3, however the questions had changed to reflect the age of the child. This was due to the fact that the children were now at the age in which they would be in school and socializing with other children as well as dealing with other authority figures that weren't their parents. According to the study, this questionnaire covered whether or not the child argues a lot, bullies, gets into fights, and is disobedient at school (Taylor et al.
It is with great pride and enthusiasm that I write to you today to express my intentions towards my future endeavors once graduating from your humble establishment with a degree in applied behavioral analysis. My intentions are to graduate from Saint Joseph 's University with a degree in applied behavioral analysis, then to proceed onto the next step in my career as a behavior specialist councilor, where I can help families through creating concrete goals and plans and models to measure these goals, as well as to ensure that parents are supplied with the resources required and an efficient team to help them.
Applied behavior Analysis (ABA) is the scientific application of set principals of operant behavior that branch off of the behaviorism philosophical approach of behavior. The core principals of Applied Behavior Analysis are to target an individual’s behavior for change that has a real life application for the individual. Moreover, of Applied Behavior Analysis seeks to discover the environmental variables that influence the individual behavior while simultaneously demonstrates a functional relationship between the manipulated environmental behavior and the target behavior.
These children often show signs of emotional distress and immature behavior at a very young age. These symptoms might affect thei...
The Infant and Toddler Rating Scale is just one of the four scales that share the same format and use a scoring system. All the scales have different requirements because they assess different age groups and different settings. These tests are checking on the organization of space, interactions, activities, schedules and provisions of staff and parents. This scale is specifically setup for children from birth to 30 months of age; this group is most vulnerable physically, emotionally and mentally. This scale assesses the environment for the children’s health and safety, appropriate stimulation through language and activities with warm interactions.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
This is to inform you that Janna is adjusting well to her new mode of learning and is very hopeful that she would be able to return to normal school when she starts her 9th grade at McLean High School next school year. To make that possible, she spends several hours every day in her room, diligently reading her assignments, solving math problems, and logging onto her account to complete her internet based assignments.
Gelfand, D. M., Jenson, W. R. & Drew, C. J. (1988). Understanding child behavior Disorders. (2nd ed.). Chicago: Holt, Rinehart and Winston, Inc.