PSY FPX 7610 Assessment 4 Final Analysis of Selected Test

Student Name

Capella University

PSY FPX 7610 Tests and Measurements

Prof. Name:

Date

Introduction

The Behavior Assessment System for Children (BASC) was selected for evaluation. Based on the results, I believe this assessment is particularly significant. These evaluations are primarily used to address behavioral difficulties and concerns. They assess emotional illnesses, personality traits, and behavioral issues in children and adolescents. Additionally, these assessments are utilized to diagnose and identify emotional and behavioral problems (Merenda, 1996). Notably, one of the evaluation tools was designed to gather parental observations regarding the child’s behavior. The BASC aids in detecting and distinguishing emotional/behavioral problems in children and adolescents (Sandoval & Witt, 1998).

The BASC was carefully crafted to integrate current knowledge about developmental psychopathology and personality development; all items were derived from a literature review and clinical experience (Sandoval & Witt, 1998). Scores indicating normal risk levels (59 and below) suggest negative findings, while scores in the “at-risk” and clinically significant range (60 and above) indicate positive results for predictive validity (Kiperman et al., 2014). The optimal cut scores were found to align with demarcations at one and two standard deviations above the mean, according to various receiver operating characteristic (ROC) cut score evaluations (Kiperman et al., 2014). Additionally, statistics revealed disparities among children; while 84 percent of children with U.S.-born parents were insured, only 47 percent of Latino/a or Hispanic children with immigrant parents had insurance, limiting their access to community resources (Kiperman et al., 2014). Clinical diagnosis criteria often overlook cultural norms, potentially hindering diagnoses for individuals with troubling symptoms or increasing the likelihood of misdiagnosis (Kiperman et al., 2014).

Parents and teachers each have specific sections to evaluate different components of the test. The items on the three versions are tailored to reflect the varied roles of the informants (Konold & Medway, 2017). For instance, the self-report form asks respondents to reflect on their thoughts and attitudes, while the teacher and parent report forms contain common elements and items specific to their roles in relation to the child being assessed (Konold & Medway, 2017). The self-report items can be compiled into 29 scales, while the teacher and parent forms can be compiled into 37 and 35 scales, respectively (Konold & Medway, 2017). The test is available in three levels for different ages and behaviors: BASC, BASC-2, and BASC-3. All versions utilize a multimethod, multidimensional approach to assess children’s and young adults’ behavior and self-perceptions.

Relevancy to Specialization or a Related Profession

In my role as a case manager and aspiring clinician, this test is a valuable tool for assessing children due to its practicality and simplicity. As clinicians often face heavy caseloads, this straightforward test offers an efficient means of assessment. The test’s themes are particularly relevant in my profession, especially given that our shelters house a diverse group of children with varying backgrounds, where behavioral issues are a significant concern. Many children arrive traumatized, having experienced the loss of a parent or family member, fleeing gang recruitment threats, or reuniting with parents after years of separation. Due to these traumatic experiences, some children exhibit severe behavioral issues, while others simply need to communicate their concerns. Ensuring the children’s health and safety is, of course, a clinician’s top priority.

Test Purpose and Content, Skills, and/or Constructs Assessed

As previously mentioned, the primary purpose of this test is to address behavioral difficulties and concerns. It evaluates emotional illnesses, personality traits, and behavioral issues in children and adolescents, and is also used for diagnosing and testing emotional and behavioral problems (Merenda, 1996). The test consists of three parts: one completed by the parents, one by the teacher, and the last by the student. This comprehensive approach evaluates emotions, personality, and behavioral difficulties, helping to identify areas of concern that need to be addressed.

Normative Sample, Sampling Procedures, and Intended Population

In my intended profession, we employ various techniques to acclimate children to the testing process. We also use activities, such as drawing, to help children express their emotions, providing insights into their feelings. Additionally, we have circle time, allowing everyone to share their experiences if they feel comfortable, fostering a sense of community and support. The intended population for the BASC includes children and adolescents aged 4 to 18, though it can be used with individuals up to 25, depending on the BASC version.

Required Training, Knowledge, and Skills of Test Users

The selection and use of the BASC are defended based on the appropriate knowledge, skills, and training required for its administration. The test’s selection is also evaluated concerning the training anticipated in one’s profession or a related field.

Test Technical Quality

Research is synthesized to defend the selection and use of the BASC based on its reliability within one’s specialization or a related profession. The selection is further defended based on the test’s validity.

Test Materials, Cost, and Administration Times

Research is synthesized to justify the selection and use of the BASC based on the materials, costs, and administration time required in one’s specialization or a related profession.

Advances in Technology

Research is synthesized to defend the selection and use of the BASC based on advancements in test administration, scoring, and interpretation technology.

APA Ethical Guidelines

APA ethical principles 9.01-9.11 are applied to the BASC, and an evaluation is provided on how these principles would be followed in one’s specialization or a related profession. Specific examples and recommendations are given to address any potential ethical concerns.

Evidence of Test Bias/Fairness and Multicultural Considerations

The BASC’s fairness and evidence of bias among diverse subgroups are evaluated, and steps are proposed to ensure adherence to multicultural assessment practices within one’s specialization or a related profession. Considerations are provided for the populations that professionals in your field or a related profession are likely to serve.

Overall Recommendations

This section addresses the overall recommendation for using the BASC in the field and with the intended population. If the test is recommended, its greatest strengths are identified, along with any limitations or concerns that may persist. Considerations are also provided for specific situations where concerns might remain and the potential uses of the test within set parameters.

References

Kiperman, S., Black, M. S., McGill, T. M., Harrell-Williams, L. M., & Kamphaus, R. W. (2014). Predicting Behavior Assessment System for Children–Second Edition Self-Report of Personality Child Form Results Using the Behavioral and Emotional Screening System Student Form: A Replication Study With an Urban, Predominantly Latino/a Sample. Journal of Psychoeducational Assessment, 32(7), 587–596. https://doi.org/10.1177/0734282914529200

Konold, T. R., & Medway, F. J. (2017). Behavior Assessment System for Children, Third Edition. The Twentieth Mental Measurements Yearbook.

Merenda, P. F. (1996). BASC: Behavior Assessment System for Children. Measurement and Evaluation in Counseling and Development, 28(4), 229–232.