Behavior Assessment System for Children – 3rd Edition (BASC-3): 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 AtRisk range identify a problem that may not be severe enough to require formal treatment but may require
careful monitoring.
T Score Interpretation:
70+: Clinically Significant
60-69: At Risk
Below 60: Normal Range
Teacher
Teacher
Teacher
Teacher
Average
Parent
Hyperactivity
Aggression
Conduct Problems
Internalizing
Problems
Attention Problems
Withdrawal
Atypicality
Attention Problems
X
Learning Problems
X
Composite
X
Adaptive Skills
Anxiety
Depression
Somatization
Behavioral
Symptoms
Index
Composite
School Problems
Externalizin
g Problems
BASC-3 Scales
Composite
Composite
Adaptive Skills T Score Interpretation:
Below 30: Clinically Significant
30-40: At Risk
41+: Normal Range
Teacher
Domains
Techer Teacher Teacher
Average
Adaptability
Social Skills
Leadership
Functional
Communication
Activities of Daily
X
X
X
X
Living
Study Skills
Composite
Parent
X
Interpretation:
70+: Clinically Significant
60-69: At-Risk
Below 60: Normal Range
BASC-3 Content
Scales
Anger Control
Bullying
Developmental Social
Disorders
Emotional Self-Control
Executive Functioning
Negative Emotionality
Resiliency**
Teacher
Teacher
Emotional Disturbance Qualification Composites
(EDQCs)
Teacher
Teacher
Teacher
Average
Parent
Teacher
Teacher
Parent
1: Unsatisfactory Interpersonal Relationships
2: Inappropriate Behavior/Feelings
3: Unhappiness or Depression
4: Physical Symptoms or Fears
5: Schizophrenia and Related Disorders of Thought
The results of this behavioral rating scale suggest that at-school, STUDENT’s teachers, on average
report clinically significant concerns with HIS/HER/THEIR: [DOMAINS HERE]. STUDENT’s teachers also
reported some concern for HIS/HER/THEIR: [DOMAINS HERE] as these were the domains that
STUDENT was found to be At-Risk for. These results suggests that at-school, STUDENT displays socialemotional problems that may exhibit themselves as: INTERPRETATION HERE.
The results of this behavioral rating scale suggest that at-home, STUDENT’s PARENT/GUARDIAN
reports clinically significant concerns with HIS/HER/THEIR: [DOMAINS HERE]. STUDENT’s
PARENT/GUARDIAN also reported some concern for HIS/HER/THEIR: [DOMAINS HERE] as these were
the domains that STUDENT was found to be in the At-Risk range. These results suggest that at-home,
STUDENT displays emotional and behavioral problems that may look like: INTERPRETATION HERE.
The EDQ scales were developed to reflect clinical and adaptive scale combinations that are grouped
specifically to align with the constructs of emotional disturbance (ED) represented in the federal
Individuals with Disabilities Education Improvement Act (IDEIA; 2004) disability definition. These
constructs serve as the minimum criteria used to determine a student's eligibility for special education and
related services under the classification of ED. Because of the breadth of assessment provided by the
BASC-3, examiners and MDTs are advised to consider other BASC-3 clinical, adaptive, and content
scales, the history of the behaviors they measure, and the duration of any behavioral or emotional
problems when making special education and related services eligibility recommendations.