BASC-2 Progress Monitor

Scale: Adaptive Skills

 

Descriptive Information Usage Acquisition and Cost Program Specifications and Requirements Training

The BASC–2 Progress Monitor is used to monitor the behavioral and emotional functioning of a child or adolescent who is participating in an intervention or treatment program. Teacher, parent, and student forms are available that measure several commonly assessed behavioral and emotional areas, and can be used across a variety of settings. The tool includes forms that cover the following behaviors: Externalizing and ADHD Problems, School and ADHD Problems, Internalizing Problems, Social Withdrawal, and Adaptive Skills.

BASC-2 Progress Monitor is intended for use for students in kindergarten through twelfth grade and for use with students in general education and students with disabilities.

BASC-2 Progress Monitor Adaptive Skills tool measures items related to activities of daily living, adaptability, functional communication, leadership, social skills, and study skills.

The tool provides information on student behavior in English and Spanish.

Pearson

19500 Bulverde Road
San Antonio, TX 78259

Phone: 800-232-1223

Website: http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAbascprog&Mode=summary

BASC-2 Progress Monitor Starter Set - Includes Manual and 10 forms each of Teacher, Parent and Student forms. English $217.50

BASC-2 Progress Monitor Starter Set - Externalizing and ADHD Problems - Includes Manual and one package each of all answer sheets. English $146.50

BASC-2 Progress Monitor Starter Set - Internalizing Problems - Includes Manual and one package each of all answer sheets. English $167.75

BASC-2 Progress Monitor Starter Set - Social Withdrawal - Includes Manual and one package each of all answer sheets. English $146.50

BASC-2 Progress Monitor Starter Set - Adaptive Skills - Includes Manual and one package each of all answer sheets. English $146.50

BASC-2 Progress Monitor Software Starter Set $387.80

BASC-2 Progress Monitor Audio CD English/Spanish $37.30

 BASC-2 Progress Monitor ASSIST Software CD (Win/Mac) $190.50

Teachers, parents, and students are raters on corresponding forms. Forms are scored by school psychologists or pediatricians.

The recommended administration setting is a general education classroom, special education classroom, school office, clinician setting, or home.

BASC-2 Progress Monitor is designed for use with individual students. It uses a rating scale for the assessment format.

Administration time per student is 5 minutes with 5 minutes of additional scoring time.

There is no limit to how many administrators can rate a student concurrently.

Alternate forms are not available.

Less than 30 minutes of training are required for the rater.

To give valid ratings, a respondent should have a considerable amount of contact with the child. For the teacher form, a week of daily contact or 2-3 weeks of several days-a-week observations should be sufficient.

Training manuals and materials are field-tested and included in the cost of the intervention.

Pearson provides both product content support and tech support 7 a.m. to 6 p.m. CST Monday through Friday at 800-627-7271.

 

Sensitive to Student Change: Data Unavailable

In BASC-2 Progress Monitor software reports T scores are plotted on a graph for up to 10 administrations, providing a visual representation of behavioral or emotional status across time. Moreover, these T scores can be interpreted with respect to their extremeness as compared to a normative population, providing an indication of whether a child’s behavioral and emotional functioning is within a normal or acceptable level. In addition to a graph, the software reports include comparisons of each test score with the initial or baseline test score and with the immediately preceding score.

Levels of Performance Specified: Convincing Evidence

 Are levels of performance specified in your manual or published materials?

Yes

Specify the levels of performance:

 Total Score T Score Range      
    Average or below average   At-Risk Clinically Significant
Externalizing and ADHD Problems  59 and below   60-69 70 and above
Social Withdrawal     59 and below 60-69 70 and above
Adaptive Skills 41 and above 31-40 30 and below

Describe how the levels of performance are used for progress monitoring: 

When using the forms in conjunction with an intervention or treatment program, these classification criteria can be helpful for determining the relative severity of a child or adolescent’s behavioral or emotional problems as compared to the general population.

What is the basis for specifying levels of performance?

Norm-referenced. Scores from a nationally representative population.

If norm-referenced, describe the normative profile:

Representation: National

Date: May 2004

Number of States: 40

Regions: 4

Size: 11,170

Gender: 50% Male, 50% Female

Representation of the Norm Samples by Form, Age Group, and Mother's Education Level

  Grade 11 or less High school graduate 1-3 years of college 4 or more years of college
  Obtained US Obtained US Obtained US Obtained US
Form, age, and norm group N % Pop.a (%) N % Pop.a (%) N % Pop.a (%) N % Pop.a (%)
Teacher Form                        
2-3                        
Combined 23 9.2 14.7 72 28.8 27 76 30.4 28.2 79 31.6 30.1
Female 11 8.8   37 29.6   38 30.4   39 31.2  
Male 12 9.6   35 28   38 30.4   40 32  
4-5                        
Combined 90 15 14.4 163 27.2 27.4 171 28.5 28.4 176 29.3 29.8
Female 45 15   83 27.7   86 28.7   86 28.7  
Male 45 15   80 26.7   85 28.3   90 30  
5-9                        
Combined 141 14.1 14 271 27.1 26.9 304 30.4 30.1 284 28.4 29
Female 71 14.2   134 26.8   153 30.6   142 28.4  
Male 70 14   137 27.4   151 30.2   142 28.4  
10-14                        
Combined 196 14 13.8 409 29.2 29.1 427 30.5 30.5 368 26.3 26.6
Female 98 14   204 29.1   214 30.6   184 26.3  
Male 98 14   205 29.3   213 30.4   184 26.3  
15-18                        
Combined 90 12 12.1 235 31.3 31 230 30.7 30.7 195 26 26.2
Female 45 12   117 31.2   115 30.7   98 26.1  
Male 45 12   118 31.5   115 30.7   97 25.9  
                         
                         
2-3                        
Combined 28 12.7 14.7 59 26.8 27 64 29.1 28.2 69 31.4 30.1
Female 17 15.5   28 25.5   31 28.2   34 30.9  
Male 11 10   31 28.2   33 30   35 31.8  
4-5                        
Combined 57 14.3 14.4 109 27.3 27.4 114 28.5 28.4 120 30 29.8
Female 28 14   54 27   57 28.5   61 30.5  
Male 29 14.5   55 27.5   57 28.5   59 29.5  
5-9                        
Combined 137 13.7 14 270 27 26.9 302 30.2 30.1 291 29.1 29
Female 69 13.8   135 27   150 30   146 29.2  
Male 68 13.6   135 27   152 30.4   145 29  
10-14                        
Combined 222 13.9 13.8 466 29.1 29.1 489 30.6 30.5 423 26.4 26.6
Female 110 13.8   233 29.1   244 30.5   213 26.6  
Male 112 14   233 29.3   245 30.6   210 26.3  
15-18                        
Combined 100 11.8 12.1 265 31.2 31 262 30.8 30.7 223 26.2 26.2
Female 50 11.8   132 31.1   132 31.1   111 26.1  
Male 50 11.8   133 31.3   130 30.6   112 26.3  
                         
Student Form                        
8-9                        
Combined 76 13.8 13.7 155 28.2 28.1 167 30.4 30.2 152 27.6 28
Female 39 14.2   77 28   84 30.6   75 27.3  
Male 37 13.5   78 28.4   83 30.2   77 28  
10-14                        
Combined 234 13.8 13.8 496 29.2 29.1 520 30.6 30.5 450 26.5 26.6
Female 116 13.7   248 29.2   258 30.4   228 26.8  
Male 118 13.9   248 29.2   262 30.8   222 26.1  
15-18                        
Combined 103 12.1 12.1 264 31.1 31 259 30.5 30.7 224 26.4 26.2
Female 51 12   132 31.1   130 30.6   112 26.4  
Male 52 12.2   132 31.1   129 30.4   112 26.4  

Representation of the Norm Samples by Form, Age Group, and Geographic Region 

  Northeast North Central South West
  Obtained US Obtained US Obtained US Obtained US
Form, age, and norm group N % Pop.b (%) N % Pop.b (%) N % Pop.b (%) N % Pop.b (%)
Teacher Form                        
2-3                        
Combined 41 16.4 16.3 56 22.4 22.1 93 37.2 36.9 60 24 24.7
Female 20 16   28 22.4   46 36.8   31 24.8  
Male 21 16.8   28 22.4   47 37.6   29 23.2  
4-5                        
Combined 105 17.5 17.2 133 22.2 22.4 218 36.6 36.7 144 24 23.7
Female 54 18   66 22   109 36.6   71 23.7  
Male 51 17   67 22.3   109 36.3   73 24.3  
5-9                        
Combined 170 17 17.1 223 22.3 21.9 362 36.2 36.2 245 24.5 24.8
Female 86 17.2   110 22   183 36.6   121 24.2  
Male 84 16.8   113 22.6   179 35.8   124 24.8  
10-14                        
Combined 248 17.7 17.7 305 21.8 21.7 495 35.4 35.8 352 25.1 24.8
Female 124 17.7   152 21.7   250 35.7   174 24.9  
Male 124 17.7   152 21.9   245 35   178 25.4  
15-18                        
Combined 139 18.5 18.7 169 22.5 22.5 264 35.2 35.1 178 23.7 23.8
Female 69 18.4   84 22.4   133 35.5   89 23.7  
Male 70 18.7   85 22.7   131 34.9   89 23.7  
                         
Parent Form                        
2-3                        
Combined 36 16.4 16.3 49 22.3 22.1 81 36.8 36.9 54 24.6 24.7
Female 17 15.5   25 22.7   41 37.3   27 24.6  
Male 19 17.3   24 21.8   40 36.4   27 24.6  
4-5                        
Combined 70 17.5 17.2 91 22.8 22.4 145 36.3 36.7 94 23.5 23.7
Female 36 18   46 23   72 36   46 23  
Male 34 17   45 22.5   73 36.5   48 24  
5-9                        
Combined 173 17.3 17.1 217 21.7 21.9 362 36.2 36.2 248 24.8 24.8
Female 86 17.2   109 21.8   181 36.2   124 24.8  
Male 87 17.4   108 21.6   181 36.2   124 24.8  
10-14                        
Combined 280 17.5 17.7 349 21.8 21.7 571 35.7 35.8 400 25 24.8
Female 143 17.9   173 21.6   286 35.8   198 24.8  
Male 137 17.1   176 22   285 35.6   202 25.3  
15-18                        
Combined 159 18.7 18.7 190 22.4 22.5 299 35.2 35.1 202 23.8 23.8
Female 79 18.6   95 22.4   150 35.5   101 23.8  
Male 80 18.8   95 22.4   149 35.1   101 23.8  
                         
Student Form                        
8-9                        
Combined 94 17.1 17 122 22.2 22.1 196 35.6 35.8 138 25.1 25.1
Female 47 17.1   61 22.2   98 35.6   69 25.1  
Male 47 17.1   61 22.2   98 35.6   69 25.1  
10-14                        
Combined 301 17.7 17.7 365 21.5 21.7 608 35.8 35.8 426 25.1 24.8
Female 152 17.9   181 21.3   304 35.8   213 25.1  
Male 149 17.5   184 21.7   304 35.8   213 25.1  
15-18                        
Combined 157 18.5 18.7 193 22.7 22.5 299 35.2 35.1 201 23.7 23.8
Female 78 18.4   96 22.6   150 35.3   101 23.8  
Male 79 18.6   97 22.8   149 35.1   100 23.5  

aData from U.S. Census Bureau (2006). Current Population Survey, March 2006.

 

Representation of the Norm Samples by Diagnostic Category and Form, Ages 5-18

Percentage of the sample        
Diagnostic category Teacher Form Parent Form Student Form U.S. school-age populationa
Attention-deficit/hyperactivity disorder 3.8 4.9 4.9 4b
Emotional/behavioral disturbance 1.3 2.1 1.8 0.8
Intellectual disability 1.7 1.6 0.5 1.2
Specific learning disability 4.3 4.9 5.5 5
Speech/language impairment 4.5 2.9 2.4 2.2

Note. Attention-deficit/hyperactivity disorder includes ages 6-18 for the U.S. school-age population category.
aData from U.S. Department of Education (2004). Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals With Disabilities Education Act
bData from U.S. Department of Health and Human Services (1999). Mental Health: A Report of the Surgeon General.

Data to Support Intervention Change: Data Unavailable

Data to Support Intervention Choice: Data Unavailable

Reliability: Partially Convincing Evidence

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Teacher

Age Range: 2-3, 4-5, 5-9, 10-14, 15-18

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Coefficient Alpha

(2-3)

0.89 

3.3

250

250

Approximates US pop

Coefficient Alpha

(4-5)

0.89 

3.3

600

600

Approximates US pop

Coefficient Alpha

(5-9)

0.92 

2.8

1,000

1,000

Approximates US pop

Coefficient Alpha

(10-14)

0.93 

2.6

1,400

1,400

Approximates US pop

Coefficient Alpha

(15-18)

0.92 

2.8

750

750

Approximates US pop

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Parent

Age Range: 2-3, 4-5, 5-9, 10-14, 15-18

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Coefficient Alpha

(2-3)

0.87 

3.6

220

220

Approximates US pop

Coefficient Alpha

(4-5)

0.84 

4.0

400

400

Approximates US pop

Coefficient Alpha

(5-9)

0.88 

3.5

1,000

1,000

Approximates US pop

Coefficient Alpha

(10-14)

0.90 

3.2

1,600

1,600

Approximates US pop

Coefficient Alpha

(15-18)

0.88 

3.5

850

850

Approximates US pop

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Teacher

Age Range: 2-5, 5-18

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Test-Retest

(2-5)

0.84

     

69

69

Approximates US pop

Test-Retest

(5-18)

0.88

     

162

162

Approximates US pop

Interrater

(2-5)

0.81

     

65

130

Approximates US pop

Interrater

(5-18)

0.63

     

102

204

Approximates US pop

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Parent

Age Range: 2-5, 5-18

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Test-Retest

(2-5)

0.78

 

70

70

Approximates US pop

Test-Retest

(5-18)

0.86

 

154

154

Approximates US pop

Interrater

(2-5)

0.80

 

33

66

Approximates US pop

Interrater

(5-18)

0.75

 

93

186

Approximates US pop

 

Validity: Partially Convincing Evidence

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills and Vineland-II Adaptive Behavior Composite

Forms: Teacher

Age Range: 2-5, 5-18

Type of Validity

Test or Criterion

Coefficient

n

(examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Correlations

BASC-2 Teacher 2-5

0.91

1,458

1,458

Female=674

Male= 784

African American=196

Hispanic=259

White=926

Other=77

Correlations

BASC-2 Teacher 5-18

0.96

4,874

4,874

Female=2,451

Male=2,423

African American=747

Hispanic=890

White=3,019

Other=218

Correlations

Vineland-II 2-5

0.64

51

51

Female=29

Male=22

African American=5

Hispanic=7

White=37

Other=2

Correlations

Vineland-II 5-18

0.68

62

62

Female=33

Male=29

African American=11

Hispanic=20

White=26

Other=5

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills and Vineland-II Adaptive Behavior Composite

Forms: Parent

Age Range: 2-5, 5-18

Type of Validity

Test or Criterion

Coefficient

n

(examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Correlations

BASC-2 Parent Rating 2-5

0.87

1,783

1,783

Female=827

Male=956

African American=243

Hispanic=285

White=1,174

Other=81

Correlations

BASC-2 Parent Rating 5-18

0.95

5,331

5,331

Female=2,708

Male=2,623

African American=697

Hispanic=871

White=3,483

Other=280

Correlations

Vineland-II 2-5

0.52

100

100

Female=59

Male=41

African American=15

Hispanic=14

White=66

Other=5

Correlations

Vineland-II 5-18

0.55

132

132

Female=59

Male=73

African American=26

Hispanic=15

White=85

Other=6

 

Disaggregated Reliability and Validity Data: Partially Convincing Evidence

Disaggregated Reliability

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Teacher

Age Range: 2-3, 4-5, 5-9, 10-14, 15-18, F=Female, M=Male

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Coefficient Alpha

(F, 2-3)

0.89

3.3

125

125

Approximates US pop

Coefficient Alpha

(M, 2-3)

0.88

3.5

125

125

Approximates US pop

Coefficient Alpha

(F, 4-5)

0.88

3.5

300

300

Approximates US pop

Coefficient Alpha

(M, 4-5)

0.88

3.5

300

300

Approximates US pop

Coefficient Alpha

(F, 5-9)

0.91

3.0

500

500

Approximates US pop

Coefficient Alpha

(M, 5-9)

0.93

2.6

500

500

Approximates US pop

Coefficient Alpha

(F, 10-14)

0.92

2.8

700

700

Approximates US pop

Coefficient Alpha

(M, 10-14)

0.93

2.6

700

700

Approximates US pop

Coefficient Alpha

(F, 15-18)

0.92

2.8

375

375

Approximates US pop

Coefficient Alpha

(M, 15-18)

0.92

2.8

375

375

Approximates US pop

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Parent

Age Range: 2-3, 4-5, 5-9, 10-14, 15-18, F=Female, M=Male

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Coefficient Alpha

(F, 2-3)

0.84

4.0

125

125

Approximates US pop

Coefficient Alpha

(M, 2-3)

0.89

3.3

125

125

Approximates US pop

Coefficient Alpha

(F, 4-5)

0.86

3.7

300

300

Approximates US pop

Coefficient Alpha

(M, 4-5)

0.83

4.1

300

300

Approximates US pop

Coefficient Alpha

(F, 5-9)

0.88

3.5

500

500

Approximates US pop

Coefficient Alpha

(M, 5-9)

0.88

3.5

500

500

Approximates US pop

Coefficient Alpha

(F, 10-14)

0.88

3.5

700

700

Approximates US pop

Coefficient Alpha

(M, 10-14)

0.90

3.2

700

700

Approximates US pop

Coefficient Alpha

(F, 15-18)

0.87

3.6

375

375

Approximates US pop

Coefficient Alpha

(M, 15-18)

0.90

3.2

375

375

Approximates US pop

 

Reynolds, C. R., & Kamphaus, R. W. (2009). BASC-2 progress monitor manual. Bloomington, MN: Pearson.

Subscale(s): Adaptive Skills

Forms: Parent Spanish Combined

Age Range: 2-5, 5-18, F=Female, M=Male

Type of Reliability

Coefficient

SEM

n (examinees)

n

(raters)

Sample Information (including normative data)/Demographics

Coefficient Alpha

(2-5)

0.78

     

93

93

approximates US pop

Coefficient Alpha

(5-18)

0.81

     

300

300

approximates US pop

Coefficient Alpha

(F, 2-5)

0.77

     

93

93

approximates US pop

Coefficient Alpha

(M, 2-5)

0.74

     

93

93

approximates US pop

Coefficient Alpha

(F, 5-18)

0.80

     

300

300

approximates US pop

Coefficient Alpha

(M, 5-18)

0.80

     

300

300

approximates US pop

 

 

Assessment Format: Rating Scale

Rater / Scorer: General Education Teacher, Special Education Teacher, Parent, Child, Psychologist, Pediatrician

Usability Study Conducted: Yes

The BASC-2 Progress Monitor has been used successfully since 2009 by teachers, parents, and students.