BASC-3
The Behavior Assessment System for Children, Third Edition (BASC-3) was completed by STUDENT’s
mother and classroom teacher. The BASC-3 is a behavior rating scale that assesses emotional, behavioral,
academic, and adaptive behaviors. Scores in the Clinically Significant range (**) suggest a high level of
maladjustment compared to same-age peers. Scores in the At-Risk range (*) identify a problem that may
not be severe enough to require formal treatment or requires careful monitoring.
Scales contain safeguards, such as the Consistency Index and the F Index, to ensure that raters answer in
a valid and reliable manner, and unless noted, all scales are in the Acceptable range. The F Index is a
classically derived infrequency scale, designed to assess the possibility that a rater has depicted a child’s
behavior in an inordinately negative fashion. The F Index consists of items that represent maladaptive
behaviors to which the rater answered “almost always” and adaptive behaviors to which the rater
responded “never.” The Consistency Index identifies situations when the rater has given inconsistent
responses to items that are typically answered in a similar way, based on comparisons made to raters
from the general population. The Consistency Index was designed to identify ratings that might not be
easily interpretable due to these response discrepancies. All teacher validity indices fell in the
Acceptable range.
Parent ratings:
Externalizing
Problems
BASC-3 Scales
Conduct
Problems
Aggression
Hyperactivity
Behavioral
Symptoms
Index
Internalizing
Problems
Depression
Anxiety
Somatization
Attention
Problems
Withdrawal
Atypicality
Adaptive Skills
Adaptability
Social Skills
Leadership
Functional
Communication
Activities of
Daily Living
BASC-3 Content Scales
Interpretation
Mother
Father
Grandmother
Mother
Father
Grandmother
The tendency to engage in antisocial and rule-breaking
behavior, including destroying property
The tendency to act in a hostile manner (either verbal or
physical) that is threatening to others
The tendency to be overly active, rush through work or
activities, and act without thinking
Feelings of unhappiness, sadness, and stress that may result in
an inability to carry out everyday activities or may bring on
thoughts of suicide
The tendency to be nervous, fearful, or worried about real or
imagined problems
The tendency to be overly sensitive to and complain about
relatively minor physical problems and discomforts
The tendency to be easily distracted and unable to concentrate
more than momentarily
The tendency to evade others to avoid social contact
The tendency to behave in ways that are considered “odd” or
commonly associated with psychosis
The ability to adapt readily to changes in the environment
The skills necessary for interacting successfully with peers and
adults in home, school and community settings
The skills associated with accomplishing academic, social, or
community goals, including the ability to work with others
The ability to express ideas and communicate in a way others
can easily understand
The skills associated with performing basic, everyday tasks in an
acceptable and safe manner
Interpretation
Anger Control
Bullying
Developmental
Social
Disorders
Emotional SelfControl
Executive
Functioning
Negative
Emotionality
Resiliency
The tendency to become irritable quickly, as well as difficulty
maintaining self-control when faced with adversity
The tendency to act in a threatening or intrusive manner with
others
Development in regards to social skills and communication
with others
The tendency to become easily upset, frustrated and/or
angered in response to environmental changes
The ability to control and maintain behavior and mood
The tendency to react negatively when faced with changes in
everyday activities or routines
The ability to overcome stress and adversity
Teacher ratings:
Externalizing
Problems
BASC-3 Scales
Conduct
Problems
Aggression
Attention
Problems
Learning
Problems
The tendency to engage in antisocial and rule-breaking behavior,
including destroying property
The tendency to act in a hostile manner (either verbal or physical) that
is threatening to others
The tendency to be overly active, rush through work or activities, and
act without thinking
Feelings of unhappiness, sadness, and stress that may result in an
inability to carry out everyday activities or may bring on thoughts of
suicide
The tendency to be nervous, fearful, or worried about real or imagined
problems
The tendency to be overly sensitive to and complain about relatively
minor physical problems and discomforts
The tendency to be easily distracted and unable to concentrate more
than momentarily
The presence of academic difficulties, particularly understanding or
completing homework
Withdrawal
The tendency to evade others to avoid social contact
Atypicality
The tendency to behave in ways that are considered “odd” or
commonly associated with psychosis
Adaptability
Social Skills
The ability to adapt readily to changes in the environment
The skills necessary for interacting successfully with peers and adults
in home, school and community settings
The skills associated with accomplishing academic, social, or
community goals, including the ability to work with others
The ability to express ideas and communicate in a way others can
easily understand
Hyperactivity
Behavioral
Symptoms
Index
School
Problems
Internalizing
Problems
Depression
Anxiety
Somatization
Leadership
Adaptive Skills
Interpretation
Functional
Communicati
on
Study Skills
BASC-3 Content Scales
Teacher
1
Teacher
2
Mother
Father
The skills that are conducive to strong academic performance,
including organizational skills and good study habits
Interpretation
Anger Control
Bullying
Developmental
Social
Disorders
Emotional SelfControl
Executive
Functioning
Negative
Emotionality
Resiliency
The tendency to become irritable quickly, as well as difficulty
maintaining self-control when faced with adversity
The tendency to act in a threatening or intrusive manner with
others
Development in regards to social skills and communication with
others
The tendency to become easily upset, frustrated and/or angered in
response to environmental changes
The ability to control and maintain behavior and mood
The tendency to react negatively when faced with changes in
everyday activities or routines
The ability to overcome stress and adversity
Based on parent ratings, STUDENT demonstrates more difficulty with CLINICALLY SIGNIFICANT SCALES
when compared to other boys his age. Additional areas of concern were AT RISK SCALES.
Based on teacher ratings, STUDENT demonstrates more difficulty with CLINICALLY SIGNIFICANT SCALES
when compared to other boys his age. Additional areas of concern were AT RISK SCALES.
(Below is taken from the score report)
At school, STUDENT is demonstrating a tendency to become irritable quickly and has difficulty maintaining
his self-control when faced with adversity. He has a tendency to be disruptive, intrusive, and/or
threatening toward other children, and poor social skills and difficulty communicating with others.
STUDENT has demonstrated a tendency to become easily upset, frustrated and/or angered in response to
environmental changes. He has difficulty controlling and maintaining his behavior and mood. STUDENT
has a tendency to react negatively when faced with changes in everyday activities and routines. STUDENT
has difficulty overcoming stress and adversity.
At home, STUDENT’s mother reported that STUDENT had a tendency to become irritable quickly and has
difficulty maintaining self-control when faced with adversity. He has some problems concerning social
skills and communication. STUDENT can become easily upset, frustrated, and/or angered in response to
environmental changes. STUDENT mother reported that he has difficulty controlling and maintaining his
behavior and mood. STUDENT has a tendency to react negatively when faced with changes in everyday
activities or routines. STUDENT mother reported that STUDENT does not tend to act in a threatening or
intrusive manner, and seems to be able to overcome stress and adversity about as well as others his age.
Behavioral observations support these rating scale results, and results are believed to be valid and reliable
indicators of STUDENT’s current behaviors at home and school