Behavior Assessment

The Behavior Assessment System for Children – Second Edition was completed by Alina and Alina’s mother and teacher in order to obtain information regarding her behavior in the classroom and home setting. The BASC-2 is a norm-referenced system of parent, teacher, and self-report rating scales that is used to evaluate the behavior and self-perceptions of children and young adults. The results of the BASC-2 ratings are presented as T-scores with a mean of 50 and a standard deviation of 10. T-scores are interpreted according to the following guidelines.

The chart above summarizes Mrs. Hippchen’s (teacher) and Mrs. Lagace’s (parent) ratings on the BASC-2. In the school setting, Mrs. Hippchen’s ratings place Alina in the Low range for Attention

Mrs. Hippchen observes that Alina often worries about what other children think and almost always says, ‘I get nervous during tests’ or ‘tests make me nervous.’ Furthermore, Alina often has problems keeping up in class. According to teacher reports, Alina has trouble completing tasks in a timely manner and displays signs of test anxiety. Mrs. Hippchen’s ratings place Alina in the Average range for all other clinical and adaptive scales.

In the home setting, Mrs. Lagace’s ratings placed Alina in the At-Risk range on the Withdrawal scale. Mrs. Lagace observes that Alina is often shy with other children and sometimes has trouble making new friends. Mrs. Lagace rated all other areas of Alina’s social-emotional functioning to be within normal limits.

Alina yielded a Low score in the area of attitude to teachers on the BASC-2 self-report form. This indicates an area of strength in her social-emotional profile. Alina believes that her teachers understand and trust her. Similarly, Alina’s parents report that she describes school as an enjoyable place. All other areas of Alina’s social-emotional functioning fell within normal

The BRIEF is a questionnaire completed by Mrs. Lagace (Parent form) and Mrs. Hippchen (Teacher form). It is designed to provide a better understanding of a child’s self-control and problem-solving skills by measuring eight aspects of executive functioning. Executive functions are mental processes that direct a child’s thought, action, and emotion, particularly during active problem-solving. Specific skills include a) selecting appropriate goals for a particular task, b) planning and organizing an approach to problem solve, c) initiating a plan, d) inhibiting or blocking out distractions, e) holding a goal and plan in mind, f) flexibly trying a new approach when necessary, and g) checking to see that the goal is achieved. The following table lists Alina’s scores. Scores are reported in T-Scores that have a mean of 50 and a standard deviation of 10. T-Scores at or above 65 should be considered as having potential clinical