General Information
The Behavioral Assessment System for Children, Second Edition was written by Cecil R. Reynolds and Randy W. Kamphaus. The BASC-2 was published in 2004 by Pearson. The manual is currently priced at $102 and can be purchased online. The BASC-2 is qualified under level B. This means that it may be purchased by an individual with a master’s degree in psychology, education, occupational therapy, social work, or any field closely related to assessment and formal training it the ethical administration, scoring, and interpretation. AN individual who has certification in a professional organization that requires training and experience in the area of assessment. An individual who has a degree or license to practice in the healthcare field. Lastly an individual with formal, supervised training specific to assessing children.
Description
The BASC-2 is multidimensional because it measures numerous aspects of behavior and personality. It is designed to ease the process of diagnosing and educational classification of a variety of emotional and behavioral disorders in children. It can also be used to aid in the design of a treatment plan. The BASC-2 gives one a triangulated view of a child’s behavior. First, by examining the child’s behavior in multiple settings like home and school. Second, examining the child’s view of one’s self. Third, by providing useful information when making educational classifications or clinical diagnosis.
The BASC-2 is comprised of five components. They can be used collectively are individually. These components included: 2 rating scales (teacher rating scale and parent rating scale), self-report scale, structured developmental history form, and a form for observing in the classroom. The teac...
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...to change of youth treatment outcome measures: A comparison of the CBCL, BASC-2 and Y-OQ. Journal of Clinical Psychology, 67, 11-125.
Myers, C.L., Bour, J.L., Sidebottom, K.J., Murphy, S.B., and Hakman, M. (2010). Same constructs, different results: Examining the consistency of two behaviors-rating scales with referred preschoolers. Psychology in the Schools,47, 205-216.
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual.
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
Volker, M.A., Lopata, C., Smerbeck, A.M., Knoll, V.A., Thomeer, M.L., Toomey, J.A., and Rodgers, J.D. (2009) BASC-2 PRS profiles for students with high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 188-199.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
In the second phase of the study, the interviewers came back and interviewed the same people 2 years later. This time they used a checklist similar to the one used at age 3, however the questions had changed to reflect the age of the child. This was due to the fact that the children were now at the age in which they would be in school and socializing with other children as well as dealing with other authority figures that weren't their parents. According to the study, this questionnaire covered whether or not the child argues a lot, bullies, gets into fights, and is disobedient at school (Taylor et al.
In conclusion, as a behavior analyst, professional guidelines are to be adhered to. Ethical, legal, and socio-cultural implications should always be a priority. When completing functional behavior assessment consent is given by the parents in an IEP meeting before completing the assessment, which ensures the parents' rights as well as the students that are considered before conducting the assessment. Through the IEP meetings the legal and ethical issues are addressed for the student and through the school setting the socio-cultural implications are then addressed.
Reiss, S., & Valenti-Hein, D. (1994). Development of a psychopathology rating scale for children with mental retardation. Journal of Consulting and Clinical Psychology, 62(1), 28-33.
Childhood Disruptive Behaviors Early Childhood Children at this stage (aged 4 to 8) understand the world by perceiving it, being influenced by it, and acting on it. In turn, the surrounding world shapes the child. This demonstrates the role of nurture within the child’s environment, as well as its role in developing behavior patterns. Longitudinal studies have demonstrated that behavior patterns and personality are established during the early formative years. Research suggests that, when children come from unhealthy backgrounds, such as dysfunctional, abusive homes, they are much less likely to develop adequately physically, academically, and emotionally.
Child psychology incorporates standardized experimental methods in which the investigator controls the environment and non-experimental studies in which researchers observe the subject in a natural setting. When researching children, there is no ideal approach, and factors such as gender, age, personality, or the subject of the study are suggestive of what investigation method is suitable. An educational psychologist works with schools, nurseries or any other organizations that engage with children and provides reports and advice to SENCO (Special Educational Needs Co-ordinator) representatives about observation of particular children’s cognitive development and evolution. To help in the development of problematic children, an educational psychologist may use standardized tests to evaluate the nature of the problem and set milestones for a plan of action. Furthermore, when
Racz, S. J., King, K. M., Wu, J., Witkiewitz, K., & McMahon, R. J. (2013). The Predictive Utility of a Brief Kindergarten Screening Measure of Child Behavior Problems. Journal of Consulting and Clinical Psychology, 81(5), 588-599
Wilson, K. & Gilmore, L. (2012). Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and the SB5 Compare? Australian Journal of Guidance and Counseling, 22(1), 1-41.
Gathright, MM. and Tyler, LH. (2012). Disruptive behaviors in children and adolescents. Psychiatric Research Institute, 1-28.
McFarlane, J., Groff, J., O’Brien, A. & Watson, K. (2003) Behaviors of children who are
The Beck Depression Inventory measures depression criteria as evidenced in the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (Flanagan & Henington, 2005). The Beck Anxiety Inventory assesses childhood fears related to health and school (Flanagan & Henington, 2005). The Beck Anger Inventory appraises the individual’s opinion of mistreatment, negative thoughts, and physiological arousal (Flanagan & Henington, 2005). The Beck Disruptive Behavior Inventory measures behaviors and attitudes related to oppositional and defiant behavior (Flanagan & Henington, 2005). This is consistently seen in youth diagnosed with Oppositional Defiant Disorder and Conduct Disorder. Lastly, the Beck Self-Concept Inventory assesses feelings of self-worth and competence (Flanagan & Henington, 2005).
Klin, A., Pauls, D., Schultz, R., and Volkmar, F. (2005). "Three diagnostic approaches to Asperger syndrome: Implications for research". J of Autism and Dev Dis 35 (2): 221–34.
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
Developmental Analytic Behavior Therapy (DABT), one of the newest forms of behavior therapy, is “the first behavioral analytical therapy that incorporates behavioral developmental stage and value of the outcome of a behavior into its working. It is quite different from conventional therapies as it focuses on altering problem behaviors directly to help individuals live satisfying lives despite their existing behavioral problems. Moreover, the behavioral developmental stage also seems to affect the kind of defense mechanism one uses, in the psychoanalytic sense, which in turn affects one’s behavior (Semrad, 1969a, b, c).” (Commons & Tuladhar, 2014, p.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of