Construct Validity of the Behavior Assessment System for Children-Third Edition Teacher Rating Scales (BASC-3 TRS): Comparisons with the Adjustment Scales for Children and Adolescents (ASCA)

Abstract

The Behavior Assessment Scale for Children-Third Edition Teacher Rating Scale Child Form (BASC-3 TRS-C) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher rating scales which may be used by school psychologist to assess youth behavior problems. The BASC, BASC-2, and BASC-3 have limited replicated research of the studies reported in their respective manuals. Therefore, it was important to empirically compare the BASC-3 TRS-C with the ASCA to examine construct validity (convergent, discriminant, and divergent) as there were, at present, no published studies replicating BASC-3 Manual research. The present study analyzed BASC-3 TRS-C and ACSA ratings which were completed as part of educational evaluations or by teacher volunteers with children between the ages of 6 and 11 (n = 101). Convergent validity was evident; results indicated significant correlations between similar constructs at the global and subscale levels. Both the BASC-3 TRS-C and the ASCA displayed convergent (e.g., the BASC-3 TRS-C Externalizing Problems Composite and the ASCA Overactivity Syndrome), discriminant (e.g., the BASC-3 TRS-C Hyperactivity scale and the ASCA Solitary Aggressive- Impulsive Syndrome), and divergent validity (e.g., the BASC-3 TRS-C Anxiety scale and the ASCA Attention-Deficit Hyperactivity syndrome).

Date of Award	2020
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Gary Canivez (Supervisor)