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Please see the attached documents, required resources for evaluation, instructions, and related questions. 

Testing and Assessment

This assignment will allow you to
use available resources for evaluating and comparing different test instruments and to directly apply your learning about test construction, reliability, and validity to choose a particular test.

Prompt: Imagine that you have been put in charge of choosing a child behavior rating test for your agency, a center offering psychological treatment and consultation to parents for a variety of behavioral and educational issues commonly seen in school-aged children. You will analyze the
BASC-3 Behavioral and Emotional Screening System and
Achenbach System of Empirically Based Assessment behavior-rating tests. Using the
ASEBA Catalog (
ASEBA Overview – ASEBA), the
Pearson Clinical Catalog (
BASC-3 Behavior Assessment System for Children 3rd Ed (, and
Mental Measurements Yearbook (
Mental Measurements Yearbook | Buros Center for Testing | Nebraska), determine which of these two tests you would choose for the agency to buy: the Behavior Rating Assessment for Children (BASC3) or Achenbach System of Empirically Based Assessment (ASEBA). State your choice and explain your decision. Be sure to justify and support your recommendation with research.

In your short paper, the following critical elements must be addressed:

· A thorough and detailed
comparison of the BASC3 and ASEBA tests

· A thorough and detailed explanation of the
differences between the BASC3 and ASEBA tests

· A statement and clear
explanation of which test you are recommending your agency purchase

· A well-supported
justification using relevant research of why you are recommending your choice.

Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.

Achenbach System of Empirically Based Assessment

eview of the Achenbach System of Empirically Based Assessment by ROSEMARY FLANAGAN, Assistant Professor/Director, Masters Program in School Psychology, Adelphi University, Garden City, NY:

DESCRIPTION. The Achenbach System of Empirically Based Assessment (ASEBA) available in two versions for children (ages 1.5-5 and 6-18), is a multiple-rater system used to assess the behavior and personality of youth. Compared to the previous editions (Achenbach, 1991; Achenbach, 1992), the beginning age for the preschool version has been extended downward, and the beginning age for the school-age form has increased. Parents complete the Child Behavior Checklist (CBCL/1 1/2-5, CBCL/6-18), those working in school or care settings complete the Teacher Report Form (TRF/6-18) or the Caregiver-Teacher Report (C-TRF), and youngsters aged 11-18 complete the Youth Self-Report (YSR). The version for school age youth contains 113 items and the version for preschoolers contains 100 items. Subscales for the YSR and CBCL/6-18 are subsumed under groupings called Competence, Syndrome, and DSM-Oriented, the latter of which is based on the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV; American Psychiatric Association, 1994). The TRF/6-18 yields 20 scales categorized as Adaptive, Syndrome, and DSM-Oriented. The CBCL/1 1/2-5 and C-TRF yields 8 Syndrome and 6 DSM-Oriented scales. The Language Development Survey (LDS; Rescorla, 1989) is part of the CBCL/1 1/2-5; it is composed of questions about the child’s birth history, ear infections, and speech problems within the family. Parents are also asked to report the child’s best multiword phrases and indicate whether their child knows words commonly known by preschoolers. Although not a substitute for a more established speech-language screening, it is helpful given the comorbidity of delays in language development with psychopathology.

Practical applications for these forms are in an array of settings serving children that include schools, mental health settings, medical settings, forensic settings, and child and family service settings. The manual provides case studies to illustrate the application and interpretation of the data. Summary manuals are available to guide professionals who are consumers of the data (but not necessarily direct test users) in several settings as to the nature of the scales and their usage.

The authors recommend using the computer-scoring program, but scoring can also be accomplished by hand, by laboriously transferring item ratings to a profile sheet that groups the items by scales; clerical errors seem likely. Cross-informant comparisons can be made readily with the computer-scoring program only.

DEVELOPMENT. The revision of the scales includes an updating of the norms and refinement of the scales; the procedures used to accomplish this were thorough. Competence scales were d

BASC-3 Behavioral and Emotional Screening System

Review of the BASC-3 Behavioral and Emotional Screening System by THOMAS P. HOGAN, Professor of Psychology and Distinguished University Fellow, University of Scranton, Scranton, PA:

DESCRIPTION. The BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS), as suggested by its title, is designed to provide a quick screen for problems among children in the age range 3-18 years. It is essentially a short form of the Behavior Assessment System for Children, Third Edition (BASC-3).

The test consists of five components: teacher and parent forms for preschool (ages 3-5) and child/adolescent (Grades K-12) and a student form for Grades 3-12. Each form is a single two-sided sheet with identification information and instructions on the front and test items on the back. Each form has a corresponding hand-scoring worksheet where responses may be transcribed, scored, and tallied into index scores (subscores) and a total score. Alternatively, the user may employ the test publisher’s Q-global system, which entails digital administration and scoring. For teacher and parent versions, the preschool form contains 20 and 29 items, respectively, as does the child/adolescent form. The student self-report form has 28 items. All forms are available in English; parent and student forms are available in both English and Spanish.

Most items consist of brief descriptions of potential problems, for example (not actual items but indicative), “seems nervous” or “pokes other children.” A few items indicate positive behaviors or dispositions, for example (indicative only), “cooperates with others” or “seems happy.” The student form incorporates self-referencing in the statements: “I …” All responses are on a 4-point scale: N = never, S = sometimes, O = often, A = almost always. Instructions for completing the forms are simple and clear. The forms themselves are laid out cleanly, although considering the amount of blank space on both sides of each form, using a larger font size would make sense.

Each form yields a total score called the Behavioral and Emotional Risk Index (BERI). Each parent and teacher form includes the following subscores: Externalizing Risk Index, Internalizing Risk Index, Adaptive Skills Risk Index, and the F Index, the first three of which sum to the BERI along with several additional items that contribute to the total BERI but not to any of the subscores. The F Index draws on items from the other index categories. The student form has the total BERI and subscores for Internalizing Risk Index, Self-Regulation Index, and Personal Adjustment Risk Index; once again the F Index uses items from the other categories. Subscores contain 5-10 items.

The F Index provides a measure of the tendency for the respondent to view the child in an excessively negative manner. It derives from extreme (N or A) marks for selected items. Two other validity

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