Behavior Assessment System for
Children (BASC)
R. W. Kamphaus, Ph.D.
The University of Georgia
Acknowledgements






Cecil R. Reynolds, BASC senior author
Mark Daniel and Rob Altmann of AGS
Co-researchers Andy Horne, Carl Huberty, and Michele Lease of
UGA, Jean Baker of Michigan State, Christine DiStefano of
Louisiana State University, Linda Mayes of Yale Child Study
Center, David Pineda of Universidad de Antioquia
Student research team members Anne Winsor, Ellen Rowe,
Jennifer Thorpe, Cheryl Hendry, Amanda Dix, Erin Dowdy, Anna
Kroncke, Sangwon Kim, Robert Brown, Tracey Troutman.
Alumni research team members Drs. Nancy Lett, Shayne
Abelkop, Martha Petoskey and Ann Heather Cody
Research is supported in part by grant number R306F60158
from the At-Risk Institute of the Office of Educational Research
and Improvement of the United States Department of Education,
to R. W. Kamphaus, J. A. Baker, & A. M. Horne.
Multimethod
Structured Developmental History (SDH)
 Student Observation System (SOS)
 Teacher Rating Scales (TRS)
 Parent Rating Scales (PRS)
 Self-Report of Personality

Objectives







Learn five assessment uses unique to history taking
Use the SOS to take a 15 minute classroom observation
Write and describe clinically significant findings for the PRS,
TRS, and SRP
Explain the impact of child culture and sex on TRS and PRS
results
Describe a TRS-based 7 cluster classification system of child
behavioral adjustment status and its use for screening and
classifying risk for school problems
Describe research findings regarding the use of the BASC as a
program evaluation too.
Summarize research findings regarding the use of the BASC to
classify cases of ADHD.
History Taking SDH






Identifying age of symptom onset (e.g. ADHD)
Developmental course (e.g. LD)
Assessment of etiology (e.g. Thyroid condition)
Treatment or intervention design (e.g. Prozac related
relapse or Cheryl’s head banging)
Assessment of risk and resilience factors (e.g. family
resemblance, peers, recreation)
Documentation of educational or other impairment
(e.g. grades, productivity, test scores, relations with
parents, school attendance)
Student Observation System
(SOS)





Both adaptive and maladaptive behaviors are observed
Multiple methods are used including clinician rating, time
sampling, and qualitative recording of classroom functional
contingencies
A generous time interval is allocated for recording the results of
each time sampling interval (27 seconds)
Operational definitions of behaviors and time sampling
categories are included in the BASC manual
Inter-rater reliabilities for the time sampling portion are high
which lends confidence that independent observers are likely to
observe the same trends in child’s classroom behavior (see Lett
& Kamphaus, 1997).
SOS



Part A - Treatment/IEP Planning; frequency,
range, and disruptiveness of classroom
behavior
Part B - Treatment/Program evaluation of
effectiveness (track change with ADHD
Monitor software)
Part C - Functional analysis of antecedents,
behavior, and consequences (e.g. teacher
position)
SOS Scales


Behavior Problem Scales

Inappropriate movement
Inattention
Inappropriate vocalization
Somatization
Repetitive motor movements
Aggression
Self-injurious behavior
Inappropriate sexual
behavior
Bowel/bladder problems
Adaptive Scales





Response to teacher
Work on school subjects
Peer interaction
Transition movement







Using Part B




There is typically no need to select target behaviors to
observe
schedule the observation period at a time of day and,
in a class, where problems are known to be of teacher
or parent concern so that target behaviors can be
observed. In addition, the examiner may want to also
observe in a class where problems are not present
Use an observer who is already familiar to the school,
or introducing himself or herself to the teacher ahead
of time
Develop a timing mechanism (PDA software available
April, 2003)
Cecilia - Age 8, Optimal
Response to Ritalin
18
16
14
12
Mar-Yr1
Mar-Yr2
Apr-Yr2
10
8
6
4
2
0
R to T
W on S
In Move
Inatt
In Vocal
SOS Functional Assessment







Frequency - Part A ratings of NO, SO, or FO. Part B frequencies.
Duration - Part B ratings of percentage of time engaged in
behavior.
Intensity - Part A ratings of disruptive and Part B ratings of
relative frequency.
Antecedent Events - Part C teacher position and behavior.
Consequences - Part C teacher change techniques.
Ecological Analysis of Settings - Observations at various times of
school day. PRS ratings.
Use three classroom observations to establish trajectory of
behavior
TRS Details





Discourage having two or more teachers complete the
same form collaboratively
Norms extend to age 2 years 6 months
General, gender, and clinical norms available for TRS,
PRS, SRP
When needed help teachers define a “never”
response as a behavior that they have not seen or
experienced
Advise teachers to rate most recent behavior
When a current teacher is not available a teacher
from the past academic year may provide a good
estimate (see next slide)
TRS Reliability and Validity



Traits that are considered stable are rated consistently by
teachers over a 2 to 8 week interval (Reynolds & Kamphaus,
1992). A study of three clinical samples produced median testretest values of .89, .91, and .82 for preschool, child, and
adolescent levels.
Different teachers rate the same child similarly (Reynolds &
Kamphaus, 1992). A sample of 30 children was rated by two
teachers each within a few days of one another. Interrater
coefficients were variable ranging from a low of .53 for social
skills to .94 for learning problems. Most clinical scales had
adequate reliabilities such as aggression .71, anxiety .82,
attention problems .68, and learning problems. 94.
Teacher internal consistency coefficients are higher than those
for either parents or adolescent self-reports (Reynolds &
Kamphaus, 1992).
Behavior is stable as rated by different
teachers: TRS-C Means, 1996-2000
80
1996
1997
1998
1999
2000
70
T-Scores
60
50
40
30
20
pt gg nx ttn typ on epr per ead arn Soc om tud aw
a
A A A A
C D
S
d
S dr
y
L Le
A
H
W
BASC Scales
TRS Reliability and Validity



Teacher ratings are better able to diagnose the
subtypes of ADHD than classroom observations by
independent observers (Lett & Kamphaus, 1997). The
TRS was significantly better than the SOS at
differentiating non-disabled, ADHD combined type,
and ADHD combined type plus conduct problem
groups with about a 70% accuracy rate.
Teacher ratings are significantly associated with
adjustment to school (Baker, Kamphaus, & Horne,
Project ACT Early)
Teacher ratings are predictive of adjustment six years
later (Verhulst et al., 1994)
Discipline Reports for Physical Aggression by Type for ACT
Early Year 3 Reported in Proportions of Sample
Percent
Cited for
Physical
Aggress
Well
Adapt
ed
(Type
1)
Avera
ge
(Type
2)
Disrupt
Behavio
Probs
(Type
3)
Acade
mic
Probs
(Type
4)
Physical
Complai
nts and
Worry
(Type 5)
Gen
Probs
Severe
(Type
6)
Mildly
Disrupti
ve
(Type
7)
1
8
43
15
2
43
14
TRS








Hyperactivity (impulsivity)
Aggression (verbal or
physical)
Conduct Problems
(delinquency; 6-18 only)
Anxiety (worry, nervousness)
Depression (sad, unhapppy)
Somatization (physical
complaints)
Attention Problems
Learning Problems
(academic problems; 6-18
only)









Atypicality (hyperactivity, odd
behaviors, psychoticism)
Withdrawal (avoidance of
social interactions)
Adaptability (4-11) (adjusts
easily to change)
Leadership (especially
interpersonal skills)
Social Skills
Study Skills (6-18)
Patterning
Consistency
Fake Bad (F)
Schwean, Burt, & Saklofske
(1999)
Items on the Atypicality scale of the BASC are relevant to several
different interpretations…, with many describing behaviors that parallel
those seen in a hyperactive-impulsive disorder (e.g., daydreams,
complains about being unable to block out unwanted thoughts, stares
blankly, babbles to self, sings or hums to self, rocks back and forth).
Several examples will help illustrate this point. Although we typically
think of inattentive children as “daydreamy”. Research has noted that one
of the most common observations made by elementary school teachers
about hyperactive children is that they appear to be daydreaming
(Goldstein & Goldstein, 1992). Hyperactive-impulsive children are also
often known to talk excessively and to hum or make odd noises
(American Psychiatric Association, 1994; Barkely, 1990). Moreover,
irrelevant and purposeless gross bodily movements (i.e., hyperactivity)
can easily be confused with more stereotypic motor behaviors. (p. 59)
George - ADHD Combined Type
Comorbid with MR
Teacher 1
Teacher 2
Teacher 3
Hyperactivity
76
83
66
Attention
Problems
69
71
69
Learning
Problems
79
81
83
Adaptability
40
36
47
Atypicality
64
72
64
Under-diagnosis of ADHD in
Children with MR


Pearson and Annan (1994) concluded,“Findings suggest
that chronological age should be taken into consideration
when behavior ratings are used to assess cognitively
delayed children for ADHD. However, the results do not
support guidelines stating that mental age must be used to
determine which norms should be applied when such
children are evaluated clinically.” (p. 395)
The use of mental age as a consideration in making the
ADHD diagnosis for children with mental retardation may
result in the denial of somatic and behavioral treatments
that are known to have demonstrated efficacy (Reynolds &
Kamphaus, 2002).
PRS Details
Audiotape administration
 Spanish edition available
 Norms to age 2 years 6 months
 Fifth grade reading level
 Mothers and fathers produce similar
average raw scores
 Parent feedback form available for PRS,
TRS, and SRP results

Parent/Caregiver Ratings



Primary caregiver and/or person who knows
the child’s problems best will indicate more
problems
Parent ratings are also predictive of behavior
problems six years later (Verhulst et al., 1994)
Parent ratings of behavior are predicted by
early temperament (Nelson et al., 1999)
PRS







Hyperactivity
Aggression
Conduct Problems
(6-18)
Anxiety
Depression
Somatization
Attention Problems








Atypicality
Withdrawal
Adaptability (4-11)
Leadership
Social Skills
Patterning
Consistency
Fake Bad (F)
Lynn - ADHD Ritalin therapy at
school, Mother is primary caregiver
Mother
Father
95
68
Attention Problems 68
68
Hyperactivity
Teacher 1
Teacher 2
63
63
Attention Problems 66
64
Hyperactivity
SRP Details
Validity Scales include: Patterning,
Consistency, Lie (L) (12-18), Fake Bad
(F), Validity (V)
 Third grade reading level
 Spanish version available
 Children and adolescents may know
themselves better that parents or
teachers (see next slide)

SRP-C Type 9, Internalizing yoked ratings
(7.4% of 6-11 year olds, 47% f/53%m)
80
SRP-C
PRS-C
TRS-C
70
60
50
40
30
Anx
Rel Par
Att
Schl
Att
Teach
Atyp
Dep
Inter
S of I
Loc
Con
Se Est Se Rel
Soc
Stre
Agg
Att
Hyper
SRP - Clinical and Adaptive
Scales








Depression
Somatization
Anxiety
Atypicality
Sense of Inadequacy (feels
unsuccessful in school)
Social Stress (tension around
peers)
Locus of Control (rewarded
or punished by others)
Sensation Seeking (12-18)
(risk taking)






Attitude Toward
Teachers
Attitude Toward School
Relations with Parents
Interpersonal Relations
(friendships)
Self-Esteem
Self-Reliance
(dependability)
Maryann - Depression, Conduct
Disorder, Cognitive Deficit

At age 17 she has
history of suicide
attempts, runaway
behavior, STD’s,
dental decay,
academic failure,
family dissolution,
problems in foster
care. She currently
admits to suicidal
ideation.
80
70
60
Dep
Loc
S of I
Aty SS
Anx
Som
GCA
50
40
30
20
10
0
SE
Jonathan - Depression,
Polysubstance Dependence

A high school senior,
he is hospitalized for
a suicidal attempt.
He was previously
treated for addiction
to alcohol at age 14.
Now, at age 17, he
abuses alcohol,
marijuana, heroin,
and other drugs.
80
70
60
Dep
S of I
Anx
50
Aty
LocSS
40
Som
IR
SE
RP
30
20
10
0
SR
SRP Facts




Child ratings are virtually uncorrelated with
adult ratings
Teachers are unaware of many child problems
especially those of an internalizing nature
(Kamphaus & Frick, 2002)
Children with cognitive delay may be less able
to respond untruthfully
Adolescents in juvenile detention are known
to report high rates of psychopathology
(Stowers-Wright, 2000)
Ratings Interpretation (Kamphaus
& Frick, 2002)
All raters possess some evidence of
predictive validity
 Simple Scheme - All indicators of
problems weighted equally (e.g. teacher
and child ratings of depression weighted
equally)

Ratings Interpretation
Identify all scales with T scores in the atrisk range (T=>60)
 Confirm or disconfirm the importance of
each with available evidence
 Collect additional evidence as needed
 Draw conclusions regarding
classification, diagnosis, and
intervention

Ratings Interpretation
70+ Functional impairment in multiple
settings, Often diagnosable condition
 60-69 Functional impairment in one or
more settings, sometimes diagnosable
condition
 45-59 No functional impairment or
condition
 <45 Notable lack of symptomatology

Aggression Scale Interpretation
(Reynolds & Kamphaus, 2002)
Score
Range
Interpretation
70+
Often acts in a hostile manner (both verbal or physical) that
is threatening to others. Significant functional impairment
is noted in home and school settings, and with peers.
60-69
Acts in a hostile manner (either verbal or physical or both)
that is threatening to others. Functional impairment may be
present in home and/or school settings, and with peers.
45-59
Displays of either verbal or physical aggression are
infrequent and age appropriate. No functional impairment is
present.
<45
Displays of either verbal or physical aggression are
extremely rare. No functional impairment is present.
BASC + IDEA





Impaired relations = Withdrawal, Atypicality,
Social Stress, Interpersonal Relations, Social
Skills, Relations with Parents
Inability to learn = Learning Problems
Inappropriate behavior = Atypicality,
Withdrawal
Unhappiness/depression = Depression,
Sense of Inadequacy
Physical symptoms/complaints = Somatization
Karen - Substance abuse, conduct
disorder, bipolar
14 year old female 9th grader with
normal development until 1996
 Academics declined, began spending
large amount of time with peers and
smoking marijuana and drinking alcohol
 Hx of day and residential treatment,
truancy, drug paraphernalia at school
 Avg IQ and achievement

Karen Maternal Ratings
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Atypicality
Withdrawal
Attention Problems
Social Skills
Leadership
52
68
120
42
70
55
76
64
60
27
39
Karen SRP








Att to School
Att to Teach
Sensation
Atypicality
Locus of C
Somatization
Social Stress
Anxiety
71
55
60
41
50
39
38
47







Depression
49
Sense of In
45
Relations Par 30
Interpersonal 57
Self-Esteem 58
Self-Reliance 46
Critical - I just don’t
care anymore
Stefan - Emotional Distrubance
10 year old fifth grade child with history
of poor organization, work incompletion,
resistance to teacher direction, anger
outbursts, low frustration tolerance
 Intelligence and achievement are
average except for below average
scores in written expression including
spelling
 Chaotic family background with loss

Stefan SRP






Att to School
Att to Teach
Atypicality
Locus of C
Social Stress
Anxiety
64
84
48
68
60
55







Depression
68
Sense of In
78
Relations Par 10
Interpersonal 31
Self-Esteem 34
Self-Reliance 36
Critical - Sometimes
I want to hurt myself
Stefan Teacher Ratings
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Atypicality
Learning Problems
Withdrawal
Attention Problems
Adabtability
Social Skills
Leadership
Study Skills
67
73
79
62
77
46
71
63
71
76
27
33
35
27
69
73
79
65
66
64
61
63
61
75
27
34
35
31
Stefan Parent Ratings
Mother
Father
Hyperactivity
65
71
Aggression
76
67
Conduct Problems
75
91
Anxiety
59
59
Depression
74
72
Somatization
73
53
Atypicality
76
50
Withdrawal
57
47
Attention Problems
73
73
Adaptability
25
27
Social Skills
35
37
Leadership
35
37
Effects of Culture and Sex


Cross-cultural studies have shown small
mean differences between at least 13 cultural
groups for the CBCL (Crijnen et al., 1997) and
4 for the BASC (Kamphaus et al., 2000)
Sex differences, in direct contrast, are large
and in the same direction in all countries
studied (Crijnen et al., 1997; Kamphaus et al.,
2000)
Effects of Culture
12
10
8
Colombian
White
African-Am
U.S. Hispa
6
4
2
0
PRS
Hyp
TRS
Hyp
PRS
Att
TRS
ATT
PRS
Con
TRS
Con
Effects of Child Sex
14
12
10
8
Girls
Boys
6
4
2
0
PRS
Hyp
TRS PRS Att
Hyp
TRS
ATT
PRS
Con
TRS
Con
Cross-Cultural Assessment
Strategies





Collect test scores and ratings from parents and
recent teacher from country of origin or previous U.S.
school
Use three classroom observations two weeks apart to
establish trajectory of behavior
Defer special education classification until child has
been in school system long enough to develop
linguistic competencies and friendships
Seek second opinion from psychologist with cultural
knowledge to reduce tendencies toward under or
over-diagnosis (Kamphaus & Frick, 2002)
Use history taking to clarify standardized test and
rating scale results
BASC and Treatment/Outcome
Evaluation (SRP/TRS/PRS)
Significant effects were shown for a
therapeutic adventure program with the
SRP-A (Faubel, 1998)
 Effects have been shown for child
cancer (Challinor, 1999; Shelby, 1999),
and rheumatoid arthritis (Wutzke, 1999;
Youseff, 1999)

BASC and Risk Assessment




A person-oriented approach may be used to identify
children at risk for behavioral problems (Project ACT
Early; Baker, Horne, & Kamphaus, 1996-present;
Petoskey, 2000)
Typologies of behavioral adjustment are associated
with important child outcomes (Baker, Kamphaus, &
Horne, in press)
Types of adjustment replicate in numerous samples
for differing SES and cultural groups (Pineda, et al.,
199; Kamphaus et al., 2000; Kamphaus & DiStefano,
in press)
Most children with significant behavior problems are
not served by special education or other service
delivery system (Kamphaus et al., 1997)
Person-Oriented Methodology



“The concepts of average child and average environment have
no utility whatever for the investigation of dynamics ...An
inference from the average to the particular case is …impossible”
(Lewin, 1931, p. 95; cited in Richters, 1997)
Child behavior problems are dimensionally distributed in the
population and much variability is associated with subsyndromal
behavior problems that nevertheless produce functional
impairment (Hudziak, et al., 1999; Scahill, et al., 1999; Cantwell,
1996)
“…teachers cope with a high degree of variability in their
classrooms… By capturing this variability it may be possible to
design interventions that ameliorate the risk of failure for some
groups of children” (Speece & Cooper, 1990, p. 119)
30
Note. 61% Female
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 1
Well-Adapted (34%)
80
70
60
T-Score
50
40
30
Note. 43% African American
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 2
Average (19%)
80
70
60
T-Score
50
40
30
Note. 78% Male; 30% African-American
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 3
Disruptive Behavior Problems (8%)
80
70
60
T-Score
50
40
30
Note. 60% Male; 33% African American
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 4
Learning Problems (12%)
80
70
60
T-Score
50
40
30
Note. 60% Female
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 5
Physical Complaints/Worry (11%)
80
70
60
T-Score
50
40
30
Note. 67% Male
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 6
General Problems-Severe (4%)
80
70
60
T-Score
50
40
30
Note. 70% Male; 25% African-American
Study Skills
Social Skills
Leadership
Adaptability
Withdrawal
Atypicality
Learning
Attention
Somatization
Depression
Anxiety
Conduct
Hyperactivity
Aggression
TRS-C Type 7
Mildly Disruptive (12%)
80
70
60
T-Score
50
40
School Services by Type
60
50
40
Refer
Spec Ed
Disc Maj
30
20
10
0
Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 Type 7
Peer Social Status (A. Michele
Lease, in press)
Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 Type 7
Likeab .86
ility
-.40
-1.76
-1.72
1.15
-2.54
-.98
Friend
ships
2.2
.83
.43
.36
1.37
.50
.25
Center .03
(MDS)
.01
.87
.88
-.73
1.39
.29
Prevalence of Type by School
1999 - 2000
60
50
40
One
Two
Three
Normative
30
20
10
0
Low Risk
Mod. Risk
High Risk
Prevalence of Types in Four
Samples
School
Avge
Rural
Well
Adapt
15
39
Disrupt Acad
Behave Prob
8
13
Phys
Severe Mild
Worry
Disrupt
9
4
13
Medellin
30
24
17
12
12
6
Urban
29
26
13
11
8
3
12
National
34
19
8
12
11
3
12
Disciplinary Actions by Type
110
Cluster
100
90
WA
Frequency
80
AVG
70
DBP
60
50
LP
40
PC/W
30
20
R
e
ns
ffe
lO
ua
ex
e
S
ns
ffe
lO
e
ba
ns
er
V
ffe
lO
ca
D
School Outcome Variables
si
hy
P
H
n
io
ct
A
or
in
M
n
io
ct
A
or
l
aj
ra
M
er
ef
D
A
ed
nd
pe
us
S
g
tin
ee
M
T
S
S
10
0
GP-S
MD
“Services” and Disciplinary
Actions by Type
110
Cluster
100
90
WA
Frequency
80
AVG
70
DBP
60
50
LP
40
PC/W
30
20
R
e
ns
ffe
lO
ua
ex
e
S
ns
ffe
lO
e
ba
ns
er
V
ffe
lO
ca
D
School Outcome Variables
si
hy
P
H
n
io
ct
A
or
in
M
n
io
ct
A
or
l
aj
ra
M
er
ef
D
A
ed
nd
pe
us
S
g
tin
ee
M
T
S
S
10
0
GP-S
MD
Well Adapted Pathway
Well Adapted
Year 1
Well Adapted
69%
Average
22%
Disruptive Beh
0%
Learning Prob
2%
Physical Com
3
Psycho Sever
0
Mildly Disrupt
5%
Disruptive Pathway
Disruptive Beh
Year 1
Well Adapted
5%
Average
19%
Disruptive Beh
41%
Learning Prob
12%
Physical Com
0
Psycho Sever
3%
Mildly Disrupt
19%
Behavior and Achievement
Relations: Annie Winslet

Annie has always had problems with
behavior at school. In fact, two of her
teachers have rated her as the
Disruptive Behavior Problem type over
the course of five years of elementary
school. In other words, her problems
began early and they persisted. How
might this pattern of adjustment impact
her academic achievement?
Dowdy Erin

Dowdy is the youngest Erin family
member. He has been identified by
teachers as pretty well-behaved during
the first five years of schooling. He did,
however, have a particularly problematic
year for unknown reasons. His teacher
that year rated him as a Type 3,
Disruptive Behavior Problems. Now his
parents want to know if his behavior is
causing achievement problems.
Amanda Kroncke

Amanda is a very sweet child who has
never had behavior problems at school.
She has always gotten along well with
others and achieved well in school. In at
least two of her first five years of
schooling she has been rated by a
teacher as a Type 1 (Well Adapted) or 2
(Average). She’s a great kid who is
unlikely to have achievement problems.
Definitions of Chronicity



Group 1 Chronic Disruptive Behavior Group. Children in the
Chronic Disruptive Behavior group were rated by two or more
teachers as being in the DBP cluster. In other words for at least
two of the five years sampled, these children fell in the DBP
Cluster.
Group 2 Intermittent Disruptive Behavior Group. Children in the
Intermittent Disruptive Behavior Group had at least one but not
more than one year in which a teacher rated them as being in the
Disruptive Behavior Problems Cluster. Cluster membership in
other years was not accounted for so that children could have
belonged to any other cluster, (Average, Mild Behavior Problems,
Learning Problems, etc.) in alternate years.
Group 3 Average/Well-Adapted Group. Children in the WellAdapted Group were rated by teachers as being in either the
Average or Well-Adapted clusters for at least two of the five
years sampled.
Chronicity of Behavior Problems
and Mathematics Achievement
740
720
700
680
660
640
620
600
1.00
2.00
Behavioral Chronicity Levels
3.00
Chronicity of Behavior Problems
and Mathematics Achievement
230
220
210
200
190
180
170
1.00
2.00
Behavioral Chronicity Levels
3.00
Chronicity of Behavior Problems
and Reading Achievement
720
700
680
660
640
620
600
1.00
2.00
Behavioral Chronicity Levels
3.00
Chronicity of Behavior Problems
and Reading Achievement
220
210
200
190
180
170
1.00
2.00
Behavioral Chronicity Levels
3.00
Risk/Resilience Systems

Ann Masten’s review “Ordinary Majic”
concluded (2001, American Psychologist)
that most children develop behavioral
adaptive repertoires, and that three
components contribute to child development:
Socioeconomic Status
Intelligence
Relationships with parents and teachers
How do ACT Early data fit Masten’s prediction?
Robert’s Research



Selected a sample of 58 children from the ACT Early
pool of approx. 800 children over a one-year period.
The children were in 2nd-4th grade in Spring 2000, and
3rd-5th grade in Spring 2001.
Children were in one of three patterns: “well-adapted,”
“disruptive behavior problems,” and “changers” :


Well-adapted and disruptive kids stayed in their respective
categories from one year to the next.
“Changers” were rated by the first teacher as disruptive but
had a better rating by their next teacher the following year.
Results: Teacher and Child
Relationship Mean Scores
11.5
11
10.5
Mean
10
9.5
9
Well Adapted
Changers
Disruptive
Behavior
Seven Types and Two Constructs
4
WA
3
2
1
Adaptive
Skills
-2
XY (Scatter) 1
0 PCW
AV
MD
2
-1 0
4
6
-2
-3
LP
Externalizing
DBP
GP-S
Levels of need
Family School
Peers
Community
Severe Psychopathology
Disruptive Behavior Problems
Intervention
Secondary and Tertiary Prevention
Primary Prevention
Learning Problems
Physical Complaints/Worry
Mildly Disruptive
Well-Adapted
Average
The roles of related services based on behavior type
ADHD Monitor (Kamphaus &
Reynolds, 1998)







Ratings by parent, teacher, and classroom
observer of:
Hyperactivity
Internalizing
Adaptive Skills
Attention Problems
Change is plotted in T score units
Macintosh version under development
References



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
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Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in
research on developmental psychopathology. Development & Psychopathology,
9, 291-319.
Gottlieb, G. (1991). Experiential canalization of behavioral development: Theory.
Developmental Psychology, 27(1), 4-13.
Scahill, L., Schwab-Stone, M., Merikangas, K. R., Leckman, J. F., Zhang, H., &
Kasl, S. (1999). Psychosocial and clinical correlates of ADHD in a community
sample of school-age children. J. Am. Acad. Child Adolesc. Psychiatry, 38, 976984.
Hudziak, J. J., Wadsworth, B. A., Heath, A. C., & Achenbach, T. M. (1999). Latent
class analysis of child behavior checklist attention problems. J. Am. Acad. Child
Adolesc. Psychiatry, 38, 985-991.
Kamphaus, R. W., Petoskey, M. D., Cody, A. H., Rowe, E. W., Huberty, C. J., &
Reynolds, C. R. (1999). A Typology of Parent Rated Child Behavior for a National
U. S. Sample. The Journal of Child Psychology and Psychiatry and Allied
Disciplines, 40, 1-10.
Kamphaus, R. W., Huberty, C. J., Distefano, C., & Petoskey, M. D. (1997). A
typology of teacher rated child behavior for a national U. S. sample. Journal of
Abnormal Child Psychology, 25, 253-263.
References
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
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Challinor, J. M. (1998). Behavioral performance of children with cancer:
Assessment using the Behavioral Assessment System for Children. Dissertation
Abstracts International Section B: The Sciences and Engineering, 58(12-B),
6484.
Faubel, G. (1998). An efficacy assessment of a school-based intervention
program for emotionally handicapped students. Dissertation Abstracts
International Section A: Humanities and Social Sciences, 58(11-A), 4183.
Shelby, M. D. (1999). Risk and resistance factors affecting the psychosocial
adjustment of child survivors of cancer. Dissertation Abstracts International
Section B: The Sciences and Engineering, 59(7-B), 3740.
Wutzke, T. M. (1999). An examination of factors associated with resiliency in
siblings of children with juvenile rheumatoid arthritis: A family systems
perspective. Dissertation Abstracts International Section B: The Sciences and
Engineering, 60(1-B), 0380.
Youssef, S. (1999). Students with juvenile rheumatoid arthritis: Psychosocial and
health perceptions in relation to the implementation of school interventions.
Dissertation Abstracts International Section B: The Sciences and Engineering,
59(10-B), 5591.
References
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


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Pearson, D. A., & Aman, M. G. (1994). Ratings of Hyperactivity and
Developmental Indices: Should Clinicians Correct for Developmental Level?1
Journal of Autism and Developmental Disorders, 24(4), 395-411.
Speece, D. L., & Cooper, D. H. (1990). Ontogeny of school failure: Classification
of first grade children. American Educational Research Journal, 27, 119-140.
Kamphaus, R. W., & Frick, P. J. (2002). Clinical Assessment of Child and
Adolescent Personality and Behavior. Needham Heights, MA: Allyn & Bacon.
Cantwell, D. P. (1996). Classification of child and adolescent psychopathology.
Journal of Child Psychology and Psychiatry, 37, 3-12.
Richters, J. E. (1997). The Hubble hypothesis and the developmentalists=
dilemma. Development & Psychopathology, 9(2), 193-229.
Verhulst, F. C., Koot, H. M., & Van der Ende, J. (1994). Differential predictive
value of parents’ and teachers’ reports of children’s problem behaviors: a
longitudinal study. Journal of Abnormal Child Psychology, 22, 531-546.
References





Kamphaus, R. W., Jiménez, M. E., Pineda, D. A., Rowe, E. W., Fleckenstein, L.,
Restrepo, M. A., Mora, O., Puerta, I. C., Jiménez, I., Sanchez, J. L., García, M.,
& Palacio, L. G. (2000). Análisis transcultural de un instrumento de dimensiones
múltiples en el diagnóstico del déficit de atención. Revista de Neuropsicología,
Neuropsyqiatría y Neurociencias, 2, 51-63.
Pineda, D. A., Kamphaus, R. W., Mora, O., Restrepo, M. A., Puerta, I. C.,
Palacio, L. G., Jiménez, I., Mejía, S., García, M., Arango, J. C., Jiménez, M. E.,
Lopera, F., Adams, M., Arcos, M., Velásquez, J. F., López, L. M., Bartolino, N. E.,
Giraldo, M., García, A., Valencia, C., Vallejo, L. E., & Holguín, J. A. (1999).
Sistema de evaluación multidimensional de la conducta. Escala para padres de
niños de 6 a 11 años, versión colombiana. Revista de Neurología, 28, 1-10.
Petoskey, M.D., Kamphaus, R. W., A. Michele Lease, & Huberty, C. J. (Revision
submitted for second review). Stability and change in a dimensional typology of
child behavior.
Kamphaus, R. W., & DiStefano, C. A. (in press). Evaluación Multidimensional de
la Psicopatología Infantíl. Revista de Neuropsicología, Neuropsyqiatría y
Neurociencias.
Crijnen, A. A. M., Achenbach, T. M., & Verhulst, F. C. (1997). Comparisons of
problems reported by parents of children in 12 cultures: Total problems,
externalizing, and internalizing. Journal of the American Academy of Child and
Adolescent Psychiatry, 36(9), 1269-1277.
BASC Contacts/Information






www.bascforum.com includes sample cases, research
bibliography, and discussion centers for BASC users
Project ACT Early, Anne Pierce Winsor,
annewinsor@prodigy.net, Randy Kamphaus, Principal
Investigator, rkamp@arches.uga.edu
American Guidance Service, 4201 Woodland Road, P.O. Box 99,
Circle Pines, MN 55014-1796 1 800 328 2560 www.agsnet.com
Department of Educational Psychology at The University of
Georgia, www.coe.uga.edu/edpsych/
PSYCAN Corporation,12-120 West Beaver Creek Road,
Richmond Hill, Ontario, L4B 1L2, 1 800 263 3558
A clinician’s guide to the BASC. Guilford Publications
www.guilford.com