The Behavioral Assessment System for Children, 3rd Edition (BASC-3) is a comprehensive, multimethod, multidimensional assessment system designed to evaluate the behavioral and emotional functioning of children, adolescents, and young adults aged 2 through 25 years. This norm-referenced assessment provides crucial information to guide the development of effective interventions and treatment plans across educational, clinical, and family settings.
The BASC-3 offers an organized, flexible framework for identifying behavioral profiles that may be causing difficulties for individuals, while providing specific, evidence-based suggestions for improving behavior. It serves as an invaluable tool for all professionals who interact with children and young adults, including parents, teachers, school psychologists, clinical psychologists, psychiatrists, counselors, and other mental health professionals.
Table of Contents
BASC-3 consists of 15 scales grouped into five areas:
The BASC-3 provides comprehensive coverage across the developmental spectrum, serving individuals from ages 2 through 25 years. This extended age range ensures continuity of assessment from early childhood through young adulthood. The system is organized into four distinct age groups:
- Preschool (2-5 years): Designed for early childhood assessment with age-appropriate forms
- Child (6-11 years): Covers elementary school-age children with all assessment forms available
- Adolescent (12-21 years): Addresses the unique needs of teenagers and young adults
- College (18-25 years): Specifically tailored for young adults in higher education settings, featuring the SRP-College form
Each age group has access to specific forms and scales appropriate to their developmental level, ensuring accurate and meaningful assessment across the lifespan.
Core Assessment Instruments: Rating Scales Forms
The BASC-3 employs a multi-informant approach through three primary rating scale systems, each offering unique perspectives on behavioral and emotional functioning:
A. Teacher Rating Scales (TRS)
The TRS captures the teacher’s observations of the child’s behavior in the academic setting. Available for ages 2-21 years with three age-specific forms (Preschool, Child, and Adolescent), the TRS provides critical insights into school-based functioning.
TRS Composite Scores:
- Adaptive Skills: Measures overall positive, adaptive functioning
- Behavioral Symptoms Index: Indicates the overall level of problem behaviors
- Externalizing Problems: Assesses disruptive behavior problems
- Internalizing Problems: Evaluates internal mood and affect problems
- School Problems: Unique to TRS, measures academic difficulties and school-related issues
TRS Clinical Scales:
- Aggression: Physical and verbal aggressive behaviors
- Anxiety: Nervousness, worry, and fear
- Attention Problems: Difficulty concentrating and paying attention
- Atypicality: Unusual behaviors and thoughts
- Conduct Problems: Rule-breaking and antisocial behaviors
- Depression: Feelings of unhappiness and sadness
- Hyperactivity: Excessive movement and restlessness
- Learning Problems: Academic difficulties
- Somatization: Physical complaints without medical cause
- Withdrawal: Social avoidance and isolation
TRS Adaptive Scales:
- Activities of Daily Living: Basic self-care and daily functioning skills
- Adaptability: Ability to adjust to changes
- Functional Communication: Expressive and receptive communication abilities
- Leadership: Initiative-taking and leadership qualities
- Social Skills: Interpersonal and peer relationship skills
- Study Skills: Academic organization and study habits
TRS Content Scales:
- Anger Control: Ability to manage and regulate anger
- Bullying: Aggressive behavior toward peers
- Developmental Social Disorders: Behaviors associated with autism spectrum
- Emotional Self-Control: Overall emotional regulation
- Executive Functioning: Planning, organization, and cognitive control
- Negative Emotionality: Tendency toward negative emotional states
- Resiliency: Ability to recover from setbacks
TRS Clinical Indexes:
- Clinical Probability Index: Overall risk for clinical disorders
- EBD Probability Index: Risk for emotional/behavioral disorders
- Autism Probability Index: Risk indicators for autism spectrum disorders
- ADHD Probability Index: Risk indicators for attention-deficit/hyperactivity disorder
- Functional Impairment Index: Impact on daily functioning
- Executive Functioning Indexes: Specific executive function deficits
B. Parent Rating Scales (PRS)
The PRS provides the parent’s or caregiver’s perspective on the child’s behavior in home and community settings. Available for ages 2-21 years with the same three age-specific forms as the TRS, the PRS shares the same structure of scales but excludes the School Problems composite, as parents may have limited knowledge of classroom behavior.
The PRS includes all the same Clinical Scales, Adaptive Scales, Content Scales, and Clinical Indexes as the TRS, providing comprehensive assessment from the home perspective.
C. Self-Report of Personality (SRP)
The SRP allows children, adolescents, and young adults to report on their own behaviors, emotions, and self-perceptions. Available for ages 6-25 years, the SRP includes four distinct forms:
SRP Forms:
- SRP-Interview (Ages 6-7): 14 questions in interview format
- SRP-Child (Ages 8-11): 137 questions
- SRP-Adolescent (Ages 12-21): 189 questions
- SRP-College (Ages 18-25): 192 questions
SRP Composite Scores:
- School Problems: Academic and school-related difficulties
- Internalizing Problems: Internal emotional distress
- Inattention/Hyperactivity: ADHD-related symptoms
- Personal Adjustment: Positive psychological functioning
- Emotional Symptoms Index: Overall emotional difficulties
- Functional Impairment Index: Impact on daily life functioning
SRP Clinical Scales (varies by age):
- Alcohol Abuse (Adolescent/College forms)
- Anxiety
- Attention Problems
- Attitude to School (Child/Adolescent forms)
- Attitude to Teachers (Child/Adolescent forms)
- Atypicality
- Depression
- Hyperactivity
- Interpersonal Relations
- Locus of Control
- Relations with Parents
- School Maladjustment (Adolescent/College forms)
- Self-Esteem
- Self-Reliance
- Sensation Seeking (Adolescent/College forms)
- Sense of Inadequacy
- Social Stress
- Somatization
SRP Content Scales:
- Anger Control
- Ego Strength: Personal resilience and coping
- Mania: Symptoms of elevated mood
- Test Anxiety: Anxiety specific to testing situations
Observational & History Tools
Beyond rating scales, the BASC-3 includes direct observation and historical data collection tools that provide additional clinical insights:
A. Student Observation System (SOS)
The SOS is a 15-minute structured direct observation tool designed for use in classroom settings. As the only BASC-3 component administered directly by the clinician, it provides objective behavioral data less susceptible to rater bias.
SOS Components:
- Part A: Behavior Key and Checklist
- 71 behaviors organized into 14 categories
- 10 Problem Behavior categories
- 4 Adaptive Behavior categories:
- Response to Teacher/Lesson
- Work on School Subjects
- Peer Interaction
- Transition Movement
- Part B: Time Sampling Method
- 30-second interval recording system
- 3 seconds for observation, 27 seconds for recording
- Records behavior occurrence and whether it was disruptive
- Total of 30 observation intervals
- Part C: Teacher Interaction
- Documents teacher behavior and classroom context
- Provides environmental information for interpretation
Key SOS Features:
- No normative data provided; uses peer comparison method
- Compatible with Q-global for digital administration
- Requires practice for reliable administration
- Provides less biased observational data
B. Structured Developmental History (SDH)
The SDH provides comprehensive background information crucial for accurate diagnosis and treatment planning. This interview form gathers detailed information across five key domains:
SDH Domains:
- Social History: Relationships, friendships, and social development
- Psychological History: Mental health concerns and emotional development
- Developmental History: Achievement of developmental milestones
- Educational History: Academic performance and school experiences
- Medical History: Physical health, medications, and medical conditions
SDH Features:
- No scoring required; provides qualitative data
- Includes detailed family history information
- Directly influences diagnostic decisions and treatment planning
- Available in digital format through Q-global
C. Parenting Relationship Questionnaire (PRQ)
New to the BASC-3, the PRQ captures the parent’s perspective on the quality of the parent-child relationship. This tool recognizes the critical role of parenting relationships in child development and treatment outcomes.
PRQ Forms:
- PRQ-Preschool (Ages 2-5)
- PRQ-Child/Adolescent (Ages 6-18)
PRQ Features:
- 10-15 minute completion time
- Can be completed by mothers, fathers, or other primary caregivers
- Scored through Q-global system
- Provides quantitative data on relationship quality
PRQ Clinical Applications:
- School evaluations for intervention planning based on parental involvement
- Clinical and pediatric evaluations where parent involvement is crucial
- Family counseling to assess different parenting relationships
- Treatment programs requiring parent participation
Screening & Monitoring Tools
The BASC-3 includes specialized tools for universal screening and progress monitoring, supporting multi-tiered systems of support (MTSS) implementation:
A. Behavioral and Emotional Screening System (BESS)
The BESS serves as a brief, universal screening tool for identifying behavioral and emotional risk in children ages 3-18. Designed for Tier 1 screening in schools, it efficiently identifies students who may need additional support.
BESS Forms:
- BESS-Teacher: Preschool and K-12 versions
- BESS-Parent: Preschool and K-12 versions
- BESS-Student: Grades 3-12 self-report
BESS Screening Domains:
- Internalizing Problems: Anxiety, depression, and somatization
- Externalizing Problems: Hyperactivity, aggression, and conduct problems
- School Problems: Academic difficulties and attitude problems
- Adaptive Skills: Social skills, leadership, and adaptability
BESS Features:
- 25-30 items per form
- 5-10 minute administration time
- Provides T-scores and percentiles
- Identifies risk levels (Normal, Elevated, Extremely Elevated)
- Available in hand-scored and digital formats
- Can be used for school-wide screenings
B. BASC-3 Flex Monitor
The Flex Monitor represents an innovative approach to progress monitoring, allowing clinicians to create customized assessment forms for tracking intervention effectiveness.
Flex Monitor Features:
- Custom Form Creation: Select specific items from BASC-3 item bank
- Brief Monitoring Forms: Typically 10-12 items for targeted assessment
- Web-Based Platform: Exclusively available through Q-global
- Progress Tracking: Visual graphs showing change over time
- Standardized Scoring: T-scores based on national norms
Flex Monitor Components:
- Teacher monitoring forms
- Parent monitoring forms
- Student self-monitoring forms
Flex Monitor Applications:
- Individual intervention monitoring
- Behavioral intervention plan (BIP) tracking
- School-wide positive behavior support programs
- Response to intervention (RTI) documentation
- Treatment outcome measurement
Flex Monitor Pricing:
- $1.25 per completed form
- $55 one-time digital manual purchase
Intervention & Support Materials
The BASC-3 extends beyond assessment to provide comprehensive intervention resources:
A. Behavior Intervention Guide
This core resource contains over 60 evidence-based interventions addressing the most common behavioral and emotional issues identified through BASC-3 assessment.
Guide Components:
- Step-by-Step Implementation Procedures: Clear, detailed instructions for each intervention
- Evidence-for-Use Documentation: Research support for each strategy
- Enhancement Factors: Conditions that increase intervention effectiveness
- Potential Barriers: Factors that may reduce effectiveness
Tier Programming Support:
- Tier 1 Universal Programming: Prevention-focused strategies for all students
- Tier 2 Targeted Programming: Interventions for at-risk students
- Teacher Commitment Forms: Documentation tools for implementation fidelity
- Classroom Lesson Plans: Ready-to-use instructional materials
- Small Group Guides: Structured activities for targeted intervention
B. Behavioral and Emotional Skill Building Guide
This guide focuses on developing social-emotional competencies through structured activities and skill-building exercises.
Components:
- Documentation Checklist: Track implementation and student progress
- Small Group Intervention Guides: Structured sessions for skill development
- Skill Building Activities: Evidence-based SEL activities
- Progress Monitoring Tools: Measure skill acquisition
C. Parent Tip Sheets
Designed to extend intervention support to the home environment, these resources empower parents as partners in the intervention process.
Features:
- 11 different topics addressing common concerns
- 25 copies of each tip sheet for distribution
- Research-based home strategies
- Parent-friendly language and format
- Coordination with school-based interventions
The test was normed on three groups:
- children of parents who completed the BASC-2 (a prototype of the BASC-3),
- children who were referred for psychological services (e.g., evaluation or treatment), and
- a group of children from the general population (Group 3).
Normative information is available on all 15 scales, as well as for:
- age groups 2 to 5 years, 6 to 10 years, and 11 to 18 years
- gender (males and females)
- socioeconomic status (SES; high, middle, low)
- race/ethnicity (African American, Asian American, Caucasian American, Hispanic)
For most scales with normative ratings for more than one age group or SES level, separate norms are provided for children with mild, moderate, and severe levels of problems. An exception is the Personal Adjustment scale where norms are based on children with milder forms of emotional disturbance only.
Norms for African American, Asian American, Caucasian-American, Hispanic, and culturally diverse samples are provided for some scales.
Information about how the BASC-3 compares to the BASC-2 provides information about the extent to which results from the two tests are similar.
Administration & Scoring
The BASC-3 offers flexible administration and scoring options to meet diverse clinical and educational needs:
A. Administration Manuals
Five comprehensive manuals guide proper implementation:
- BASC-3 Manual: Core administration and interpretation guide
- BESS Manual: Screening system procedures
- PRQ Manual: Parent relationship questionnaire guidance
- Flex Monitor Manual (Digital only): Progress monitoring procedures
- Behavior Intervention Guide: Treatment implementation resource
B. Scoring Options
Hand Scoring:
- Traditional paper-based scoring using worksheets
- Allows for immediate scoring in field settings
- Includes norm tables for score conversion
Q-global System: The BASC-3’s comprehensive digital platform offering:
- On-Screen Administration: Direct digital form completion
- Remote On-Screen Administration: Telepractice capabilities
- Instant Scoring: Immediate results generation
- Automated Report Generation: Multiple report types including:
- Interpretive Summary Reports
- Progress Monitoring Reports
- Intervention Recommendation Reports
- Comparative Reports
Language Options:
- Spanish versions available for Parent and Student forms
- Culturally sensitive translations maintaining psychometric properties
Normative Information
The BASC-3’s psychometric foundation rests on one of the largest standardization samples in assessment history:
A. Sample Characteristics
- Total Sample Size: Over 100,000 individuals administered
- Age Range: 2 through 25 years
- Geographic Representation: All U.S. regions
- Matching: Close correspondence to U.S. Census demographics
B. Demographic Stratification
Race/Ethnicity Groups (with separate norms available):
- African American
- Asian American
- Caucasian American
- Hispanic
Socioeconomic Status Levels:
- High SES
- Middle SES
- Low SES
Gender Norms:
- Combined Gender Norms: Default and recommended for most applications
- Separate Gender Norms: Available when clinically indicated
Clinical Populations:
- General Population Norms: For comparison to typical development
- Clinical Sample Norms: For comparison to referred populations
- Severity Levels: Separate norms for mild, moderate, and severe presentations
Psychometric Properties
The BASC-3 demonstrates strong psychometric properties:
- Reliability: High internal consistency and test-retest reliability
- Validity: Extensive evidence for construct, criterion, and clinical validity
- Factor Structure: Confirmed through extensive factor analysis
- Clinical Utility: Demonstrated sensitivity to clinical conditions and treatment effects
Comparable to the BASC-2, the BASC-3 has three components that include:
- an interviewer, parent, and child self-report inventory
- a structured observational measure of children’s abilities in everyday life settings
- a review of systems.
The first component is the most extensive and includes the following scales:
- The BASC,
- The Child Behavior Checklist (CBCL),
- The Child Behavior Profile (CPP),
- The School Functioning Questionnaire (SFQ), and
- The Teacher Report Form–2nd edition (TRF).
The second component is a structured observational measure of children’s abilities in everyday life settings. This section includes:
- The BASC Family and Peer Relations (FBPR) scale,
- The Child Adaptation to Solution Methodology Interview (CASI), and
- The System for Observing Play and Interaction (SOPI).
The third section is a review of systems. The BASC-3 contains information from the following areas:
- Medical status,
- Family history, and
- Review of systems from each past medical evaluation form completed at the time of assessment. Information from these forms may include but is not limited to: physical examination, laboratory results, family history notes from the doctor’s visit, history of medication, and allergies.
Contributors to the development of the BASC-3 include:
- Allen A. Lord (University of Wisconsin–Madison),
- Leslie Owen Wilson (University of South Carolina), and
- Cynthia Johnson (University of South Carolina).
Clinical Applications
The BASC-3 serves multiple functions across various settings:
- Diagnostic Assessment: Supports DSM-5 diagnoses
- Treatment Planning: Identifies target behaviors and strengths
- Progress Monitoring: Tracks intervention effectiveness
- Program Evaluation: Measures outcomes at individual and system levels
- Research: Provides standardized measurement for clinical studies
Final Words
When used correctly, the BASC-3 provides an invaluable, comprehensive addition to any psychological, educational, or clinical assessment. Its multi-method, multi-informant approach, combined with extensive intervention resources and flexible administration options, makes it one of the most versatile and clinically useful assessment systems available. The integration of screening, assessment, intervention, and progress monitoring tools within a single system supports evidence-based practice across the continuum of care.
Frequently Asked Questions about BASC 3
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I’m not sure if I should use the norms for my client. How will this affect his/her scores?
Norms are intended to be used only to describe children who fall within a certain characteristic (e.g., age, gender). Their use typically does not influence test scores. However, when evaluating clinical populations, it is important to note that the normative sample may not be representative of your client.
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I don’t have a complete history or past medical evaluations for my client. How should I handle these scales in the BASC-3 if they are missing?
The best thing to do would be to use what you do have and let your professional know about the other information that is missing. You may also want to ask the professional who referred your client for testing whether or not they have these materials. These scales can add a great deal of insight into your assessment results and it would be helpful to have all available information when interpreting test scores.
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Can I use the BASC-3 with my preschool-aged child?
The BASC-3 is a measure designed for children ages 2 through 21. There are some measures available to use with younger children, such as the Child Behavior Checklist (CBCL). However, your professional can help you choose the best option for assessing your child.
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What does the BASC-3 test for?
The BASC-3 is designed to evaluate a broad spectrum of behaviors and emotions of children and adolescents aged between 2 and 21. It includes measures for adaptive skills, behavioral problems, and emotional difficulties.
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Is a BASC-3 used for ADHD?
Yes, the BASC-3 can be used as part of a comprehensive assessment for Attention-Deficit/Hyperactivity Disorder (ADHD). It includes rating scales and forms that help identify symptoms and behaviors associated with ADHD.
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What age is the BASC-3 for?
The BASC-3 is appropriate for individuals aged 2 to 21 years. It includes different record forms and rating scales tailored to specific age groups.
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What is the BASC-3 for autism?
While the BASC-3 is not a diagnostic tool for autism spectrum disorders, it can help in identifying behaviors and social skills that are often associated with autism. It provides an interpretive summary that can be useful in understanding the child’s overall behavioral profile.
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Does the BASC-3 measure anxiety?
Yes, the BASC-3 includes components that measure anxiety. It assesses emotional symptoms and can be part of an emotional screening system.
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What is the BASC test for ADHD?
The BASC test for ADHD refers to the use of the BASC-3 in assessing behaviors and symptoms commonly associated with ADHD. It involves parent ratings, teacher ratings, and self-reports of personality to get a comprehensive view.
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Why do we need BASC-3?
The BASC-3 is needed for comprehensive behavioral assessment in school and clinical environments. It aids progress monitoring, measures adaptive behaviors, and helps plan interventions.
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Does the BASC look at anxiety?
Yes, the BASC-3 includes measures to assess anxiety. It looks at the emotional state of the child or adolescent, providing insights into their anxiety levels.
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What are the weaknesses of the BASC-3?
Some potential weaknesses of the BASC-3 may include reliance on subjective ratings, possible cultural bias in some items, and the need for trained professionals for scoring and reporting. Moreover, it may not fully capture the complexities of certain conditions like spectrum disorders.
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What is the BASC-3 Flex Monitor?
The Flex Monitor is a web-based tool allowing creation of customized progress monitoring forms by selecting specific items from the BASC-3 item bank. It’s used to track intervention effectiveness efficiently.
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How does the PRQ differ from other BASC-3 components?
The PRQ specifically measures the quality of the parent-child relationship from the parent’s perspective, providing unique information about family dynamics that influence treatment outcomes.
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Can the BASC-3 be administered remotely?
Yes, through the Q-global platform, the BASC-3 offers Remote On-Screen Administration capabilities for telepractice settings.
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What’s included in the Behavior Intervention Guide?
The guide contains over 60 evidence-based interventions with step-by-step procedures, research support, and implementation guidance for addressing behaviors identified through BASC-3 assessment.
The BASC-3 also includes specific tools like the BASC3 Flex Monitor, Parenting Relationship Questionnaire (PRQ), and Student Observation System (SOS). The TRS (Teacher Rating Scales), PRS (Parent Rating Scales), and SRP (Self-Report of Personality) are integral components. The BASC3 manual print may be available in different languages for international contacts, accommodating a wider range of users.
