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5 pages in length. The Behavior Assessment System for Children 2nd Edition (BASC-2) measures emotions and behaviors in individuals between the ages of two and college by way of a 10-20 minute test for Teacher Rating Scales (TRS) and Parent Rating Scales (PRS), 30 minutes for Self-Report of Personality (SRP). The findings represent a combination of these three components – parent, teacher and self – in order to produce a comprehensive, holistic outcome. Bibliography lists 6 sources.
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5 pages (~225 words per page)
File: LM1_TLCBehavChld.rtf
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Scales (TRS) and Parent Rating Scales (PRS), 30 minutes for Self-Report of Personality (SRP). The findings represent a combination of these three components - parent, teacher and self -
in order to produce a comprehensive, holistic outcome. Drawbacks to the scale include lack of reliability information; lack of norms; limited information on category validity; no FBA usefulness; and
no antecedent information (Laroques, no date). Four primary benefits for the BASC-2 are: 1. Uses a multidimensional approach for conducting a comprehensive assessment 2. Strong base of
theory and research gives you a thorough set of highly interpretable scales 3. Ideally suited for use in identifying behavior problems as required by IDEA, and for developing FBAs,
BIPs, and IEPs 4. Enhanced computer scoring and interpretation provide efficient, extensive reports 5. Normed based on current U.S. Census population characteristics 6. Differentiates between hyperactivity and
attention problems with one efficient instrument (AGS Publishing, 2006). Standardized sample involved a population of forty learning disabled children whose academic scores
placed within the normal category. Being that comorbidity is such a common occurrence in children with such learning disorders as ADHD, these individuals were excluded from the study if
it was suspect the secondary disorder was the reason for a learning disability. Findings indicated how "neuropsychological profiles of children referred for evaluation of learning problems who had achieved
adequately on standardized measures of academic achievement were remarkably similar to those of a comparable group whose achievement scores were below expectation" (Morgan et al, 2000, p. 489).
Jennifer Coots research in Family Resources And Parent Participation In Schooling Activities For Their Children With Developmental Delays utilized seven variables including family resources; family
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