Psychometric Properties of the Behavior Assessment System for Children-3 Behavioral and Emotional Screening System Student-Report Form among a Predominantly Latinx Elementary School Sample

Abstract

School-based universal screening for behavioral/emotional risk is a necessary first step in the identification of students who might need services within a behavioral response to intervention model. When choosing among the available screening measures, psychometric information such as reliability and validity of the scores is critical to inform such decisions. The purpose of the present study was to examine the reliability and validity of the Behavior Assessment System for Children (BASC)-3 Behavioral and Emotional Screening System (BESS) Student-report screening measure within a predominantly Latinx sample of 210 elementary school students. The proposed three-factor structure was generally upheld. The results supported adequate to strong test–retest reliability and internal consistency of both the overall score and the subscales (self-regulation, internalizing, and personal adjustment). Finally, the BASC-3 BESS Student also correlated to concurrent and future academic and behavioral outcomes, although the strength varied by domain.

Autism spectrum disorder identification in schools: Impact of criteria, assessments, and student data for identification decisions

“…The test-retest reliability coefficients for the BASC-3 are high enough (α = 0.77-0.91) to support using the data for disability identification (Dever & Gaier, 2020). Research suggests that both direct testing (i.e., CELF-5) and parent/teaching rating scales (i.e., SRS-2) can be utilized for assessing receptive and expressive language in students with suspected AU (Nordahl-Hansen et al, 2014).…”

Psychological resilience and emotional self-regulation of higher vocational college students

“…Higher vocational college (HVC) students face many academic competition and social adaptation challenges, and a good PR is a necessary condition for their academic success and healthy development. Research has shown that individuals with higher PR level have lower symptoms of depression and anxiety and have higher self-esteem and happiness [3][4][5][6] . Even though HVC students are inexperienced and lack the corresponding social skills and life experiences, they have to face all types of events in their lives independently.…”