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:
BASC-3 Scales Interpretation Mother Father Grand-
mother
Adaptive Skills Behavioral Symptoms Index Internalizing Problems Externalizing Problems

Conduct The tendency to engage in antisocial and rule-breaking

Problems behavior, including destroying property
Aggression The tendency to act in a hostile manner (either verbal or
physical) that is threatening to others
Hyperactivity The tendency to be overly active, rush through work or
activities, and act without thinking

Depression Feelings of unhappiness, sadness, and stress that may result in

an inability to carry out everyday activities or may bring on
thoughts of suicide
Anxiety The tendency to be nervous, fearful, or worried about real or
imagined problems
Somatization The tendency to be overly sensitive to and complain about
relatively minor physical problems and discomforts
Attention The tendency to be easily distracted and unable to concentrate
Problems more than momentarily
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 The ability to adapt readily to changes in the environment

Social Skills The skills necessary for interacting successfully with peers and
adults in home, school and community settings
Leadership The skills associated with accomplishing academic, social, or
community goals, including the ability to work with others
Functional The ability to express ideas and communicate in a way others
Communication can easily understand
 Activities of The skills associated with performing basic, everyday tasks in an
Daily Living acceptable and safe manner

BASC-3 Content Scales Interpretation Mother Father Grand-

mother
Anger Control The tendency to become irritable quickly, as well as difficulty
maintaining self-control when faced with adversity
Bullying The tendency to act in a threatening or intrusive manner with
others
Developmental Development in regards to social skills and communication
Social with others
Disorders
Emotional Self- The tendency to become easily upset, frustrated and/or
Control angered in response to environmental changes
Executive The ability to control and maintain behavior and mood
Functioning
Negative The tendency to react negatively when faced with changes in
Emotionality everyday activities or routines
Resiliency The ability to overcome stress and adversity

Teacher ratings:
BASC-3 Scales Interpretation Teacher Teacher
1 2
IndexSymptoms Behavioral School Problems Internalizing Problems Externalizing Problems

Conduct The tendency to engage in antisocial and rule-breaking behavior,

Problems including destroying property
Aggression The tendency to act in a hostile manner (either verbal or physical) that
is threatening to others
Hyperactivity The tendency to be overly active, rush through work or activities, and
act without thinking

Depression Feelings of unhappiness, sadness, and stress that may result in an

inability to carry out everyday activities or may bring on thoughts of
suicide
Anxiety The tendency to be nervous, fearful, or worried about real or imagined
problems
Somatization The tendency to be overly sensitive to and complain about relatively
minor physical problems and discomforts
Attention The tendency to be easily distracted and unable to concentrate more
Problems than momentarily
Learning The presence of academic difficulties, particularly understanding or
Problems 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 The ability to adapt readily to changes in the environment

 Adaptive Skills
Social Skills The skills necessary for interacting successfully with peers and adults
in home, school and community settings
Leadership The skills associated with accomplishing academic, social, or
community goals, including the ability to work with others
Functional The ability to express ideas and communicate in a way others can
Communicati easily understand
on
Study Skills The skills that are conducive to strong academic performance,
including organizational skills and good study habits

BASC-3 Content Scales Interpretation Mother Father

Anger Control The tendency to become irritable quickly, as well as difficulty
maintaining self-control when faced with adversity
Bullying The tendency to act in a threatening or intrusive manner with
others
Developmental Development in regards to social skills and communication with
Social others
Disorders
Emotional Self- The tendency to become easily upset, frustrated and/or angered in
Control response to environmental changes
Executive The ability to control and maintain behavior and mood
Functioning
Negative The tendency to react negatively when faced with changes in
Emotionality everyday activities or routines
Resiliency 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