The Factor Structure of the BASC-2 Behavioral and Emotional Screening System Teacher Form, Child/Adolescent

Dever, Bridget V.; Mays, Kristen L.; Kamphaus, Randy W.; Dowdy, Erin

doi:10.1177/0734282912438869

Cited by 32 publications

(39 citation statements)

References 16 publications

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“…Items are rated on a four-point scale ranging from 0 (never) to 3 (almost always), with higher scores indicating more problematic behavior. One study (Dever, Mays, Kamphaus, & Dowdy, 2012) has identified a possible fourfactor structure of the BESS; however, this has not been replicated and neither age-based T scores nor at-risk cutoff scores have been established for these subscales. Thus, the total score was used in this study.…”

Section: Basc-2 Behavioral and Emotional Screening System (Bess): Teamentioning

confidence: 99%

“…Without assessment and treatment of both issues (SEB and early literacy), school professionals may only be providing supports for one of the problems (e.g., early literacy only), while SEB problems undermine the effects of literacyspecific interventions. Further, it is not surprising that the BESS is a stronger predictor of academic outcomes than the SDQ, as the BESS has eight items associated with school problems (Dever et al, 2012) and the SDQ has none. Similarly, given that the KRA-L measures readiness for concepts introduced early in the kindergarten year, it is not surprising that it accounts for more variance in firstquarter grades than fourth-quarter grades.…”

Section: Identifying and Predicting Academic Outcomesmentioning

confidence: 99%

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Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Holdaway

Serrano

Himawan

et al. 2016

School Mental Health

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We examined (a) the utility of teacher ratings on the Strengths and Difficulties ) and BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus and Reynolds in Behavior assessment system for children-second edition: behavioral and emotional screening system. Pearson, Bloomington, 2007), completed at kindergarten entry, in identifying risk status as defined by important criterion variables (teacher ratings of impairment, daily behavioral performance, and quarterly grades in kindergarten and first grade), and (b) the incremental validity of scores on each of these rating scales in predicting criterion variables beyond that predicted by the school district's academic screening tool. The participants were 248 kindergarten students (91 % response rate) from one school district. Receiver operating characteristic analyses and area under the curve values indicate that both measures have moderate to high utility (AUCs C .78) in identifying children demonstrating at-risk academic performance, problematic classroom behavior, and impairment in social and emotional functioning. Regression analyses indicate that both measures account for incremental variance (between 6.69 and 45.84 %) in kindergarten outcomes beyond that accounted for by the school district's academic screening tool. The BESS was a slightly stronger predictor of academic outcomes, and the SDQ was a slightly stronger predictor of peer outcomes. Implications for selecting a teacher measure for universal screening of social, emotional, and behavioral problems at kindergarten entry are discussed.

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Section: Basc-2 Behavioral and Emotional Screening System (Bess): Teamentioning

confidence: 99%

Section: Identifying and Predicting Academic Outcomesmentioning

confidence: 99%

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Holdaway

Serrano

Himawan

et al. 2016

School Mental Health

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“…In general, the School Problems, Inattention/Hyperactivity, Personal Adjustment, and Emotional Symptoms Index Composite scales were also found to measure their targeted sub‐domains. Although other studies have not examined model fit of the BASC‐2 SRP‐A (except for the initial BASC‐2 SRP‐A investigation), the related shortened form, called the Behavioral and Emotional Screening System Adolescent Form, was recently found to be associated with good model fit indices (Dever, Mays, Kamphaus, & Dowdy, ). The present results are thus consistent with those recently reported factor analytic findings.…”

Section: Discussionmentioning

confidence: 99%

Emotional and Behavioral Profile Assessment Using the Basc-2 With Korean Middle School Students

Ahn

Ebesutani

2015

Psychol. Schs.

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Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children‐2 Self‐Report of Personality, Adolescent Form (BASC‐2 SRP‐A) to assess clinical problems and adaptive strengths among Korean middle school students. For this revalidation study of the BASC‐2, we first translated the BASC‐2 SRP‐A into Korean (K‐BASC‐2 SRP‐A). Then, using a total of 458 Korean middle school students aged 12 to 15 years, we examined the factor structure and reliability of the clinical, adaptive, and composite scale scores of the K‐BASC‐2 SRP‐A. We also used a separate sample of 45 middle school students to examine the convergent validity of a subset of the K‐BASC‐2 SRP‐A scales targeting the common problem areas of anxiety, depression, and inattention. Based on the current results, we found strong psychometric properties of the K‐BASC‐2 SRP‐A for use among adolescents in Korea, including a well‐fitting factor structure consistent with the originally proposed model, adequate reliability estimates, and validity coefficients falling in the acceptable range. The K‐BASC‐2 SRP‐A can offer the Korean school mental health field a useful and much‐needed multidimensional screening measure for middle school youths.

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“…The BASC-2 BESS is a screening tool developed to assess externalizing and internalizing behavior patterns, school problems, and adaptive skills (Dever, Mays, Kamphaus, & Dowdy, 2012; Dowdy, Chin, Twyford, & Dever, 2011; Kamphaus & Reynolds, 2007). Specifically, the BASC-2 BESS yields a comprehensive score of school adjustment and challenging behaviors.…”

Section: Methodsmentioning

confidence: 99%

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

Lane

Oakes

Common

et al. 2018

Behavioral Disorders

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We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 624 sixth-, seventh-, and eighth-grade students attending a rural middle school in a southeastern state. Pearson correlation coefficients indicated statistically significant, positive relations between SRSS-IE and BASC-2 BESS scores, with very strong relations on externalizing and comorbid (internalizing and externalizing) scales. Results of concurrent classification accuracy analyses, kappa, and receiver operating curve analyses suggest the seven externalizing items on the SRSS (SRSS-E7) and BASC-2 BESS scores function in a similar manner with respect to detecting students with externalizing behaviors, but less so in detecting students with internalizing behaviors. Limitations and future direction are discussed.

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The Factor Structure of the BASC-2 Behavioral and Emotional Screening System Teacher Form, Child/Adolescent

Cited by 32 publications

References 16 publications

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Emotional and Behavioral Profile Assessment Using the Basc-2 With Korean Middle School Students

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

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