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Behavior Assessment System for Children, Second Edition (BASC-2)

Behavior Assessment System for Children, Second Edition (BASC-2)

Key Information


Cecil R. Reynolds, PhD, Randy W. Kamphaus, PhD


Brief, targeted forms and software for monitoring changes in behavior or emotional status.

Age Range:

Ages: 2:0 - 21:11 (TRS and PRS); 6:0 through college age (SRP)

Scoring Option:

Q-global™ Web-based Administration, Scoring, and Reporting and ASSIST Scoring and Reporting Desktop Software

Completion Time:

10-20 minutes (TRS and PRS), 30 minutes (SRP)


T scores and percentiles, for a general population and clinical populations


ips on using this test in your telepractice

RTI Tiers:

RTI Levels 2 and 3

Behavior Assessment System for Children, Second Edition (BASC-2)



A comprehensive set of rating scales and forms including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). Together, they help you understand the behaviors and emotions of children and adolescents.


  • Uses a multidimensional approach for conducting a comprehensive assessment
  • Strong base of theory and research gives you a thorough set of highly interpretable scales
  • Ideally suited for use in identifying behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs
  • Enhanced computer scoring and interpretation provide efficient, extensive reports
  • Normed based on current U.S. Census population characteristics
  • Differentiates between hyperactivity and attention problems with one efficient instrument

An effective way to measure behavior

Help children thrive in their school and home environments with effective behavior assessment. The Behavior Assessment System for Children (BASC) holds an exceptional track record for providing a complete picture of a child’s behavior. School and clinical psychologists have depended on BASC for over a decade. Now, renowned authors Drs. Cecil Reynolds and Randy Kamphaus present their latest edition of this excellent measure—BASC-2.

BASC-2 provides the most comprehensive set of rating scales. These scales measure areas important for both IDEA and DSM-IV classifications. In addition, BASC-2 is respected for its developmental sensitivity. Best of all, you receive the most extensive view of adaptive and maladaptive behavior.

Multiple perspectives is the key to measuring behavior

BASC-2 applies a triangulation method for gathering information. By analyzing the child’s behavior from three perspectives—Self, Teacher, and Parent—you get a more complete and balanced picture. Combined, these BASC-2 tools provide one of the most comprehensive systems currently available!

Self Perspective

  • Self-Report of Personality (SRP)

Teacher Perspectives

Parent Perspectives

  • Parent Rating Scales (PRS)
  • Structured Developmental History (SDH)
  • Parenting Relationship Questionnaire (PRQ)

Like its predecessor, BASC-2 brings you the same superb family of tools

Assess behavior patterns

  • Teacher Rating Scales (TRS)
  • Parent Rating Scales (PRS)
  • Student Observation System (SOS)

Assess emotions and feelings

  • Self-Report of Personality (SRP)

Background information

  • Structured Developmental History (SDH)

Teacher Rating Scales

Use the Teacher Rating Scales (TRS) to measure adaptive and problem behaviors in the preschool or school setting. Teachers or other qualified observers can complete forms at three age levels—preschool (ages 2 to 5), child (ages 6 to 11), and adolescent (ages 12 to 21)—in about 10-20 minutes. The forms describe specific behaviors that are rated on a four-point scale of frequency, ranging from “Never” to “Almost Always.” The TRS contains 100-139 items. All clinical and adaptive scales are listed in the chart below. Validity and response set indexes used to help judge the quality of completed forms are also available.

Parent Rating Scales

Use the Parent Rating Scales (PRS) to measure both adaptive and problem behaviors in the community and home setting. Parents or caregivers can complete forms at three age levels—preschool (ages 2 to 5), child (ages 6 to 11), and adolescent (ages 12 to 21)—in about 10-20 minutes. The PRS contains 134-160 items and uses a four-choice response format. All clinical and adaptive scales are listed in the chart below. Validity and response set indexes used to help judge the quality of completed forms are also available. This form requires approximately a fourth-grade reading level for completion and offers a Spanish version.

Download sample Parent Feedback Report below:

Self-Report of Personality

The Self-Report of Personality (SRP) provides insight into a child’s or adult’s thoughts and feelings. Each form—child (ages 8 to 11), adolescent (ages 12 to 21), college (ages 18 to 25)—includes validity scales for helping judge the quality of completed forms. The SRP takes about 30 minutes to complete. See the chart below for specific scales covered in the report.

A Spanish version is available for the child and adolescent forms only.

SRP Interview

The SRP-Interview (SRP-I) form for children 6-7 is now available. Children provide simple yes-or-no responses to questions asked by an examiner, which are recorded on a convenient checklist. The SRP-I takes about 20 minutes to complete.

BASC-2 TRS/PRS Content Scales Available on the ASSIST Plus Software For all TRS/PRS form levels
Anger ControlThe tendency to become irritated and/or angry quickly and impulsively, coupled with an inability to regulate affect and self-control
BullyingThe tendency to be intrusive, cruel, threatening, or forceful to get what is wanted
Developmental Social DisordersThe tendency to display behaviors characterized by deficits in social skills, communication, interests, and activities. Such behaviors may include self-stimulation, withdrawal, and inappropriate socializations
Emotional Self-ControlThe ability to regulate one’s affect and emotions in response to environmental changes
Executive FunctioningThe ability to control behavior by planning, anticipating, inhibiting, maintaining goal-directed activity, and reacting appropriately to environmental feedback in a purposeful, meaningful way
Negative EmotionalityThe tendency to view everyday interactions or events in an overly negative or aversive way and to react negatively to any changes in plans or routines
ResiliencyThe ability to access support systems, both internal and external, to alleviate stress and overcome adversity or difficult circumstances


Parenting Relationship Questionnaire (PRQ)

This form examines the relationship between the child and parent. The PRQ can be used as part of the BASC-2 comprehensive system or alone when you want to gather more information about a child’s or student’s relationship with their parents. More about the Parenting Relationship Questionnaire.

Scoring and/or Reporting Options

Q Local™ Scoring and Reporting Desktop Software – Enables you to score assessments, report results, and store and export data on your computer.

Manual Scoring – Administer assessments on answer sheets and score them yourself with answer keys and profile/record forms.

ASSIST Scoring and Reporting Desktop Software – Scores and generates a variety of reports on your computer.

BASC-2 offers you a choice of two software programs to help simplify the scoring and reporting process:

BASC-2 ASSIST Plus – For comprehensive scoring and reporting:

  • Generates profiles
  • Calculates validity indexes
  • Identifies strengths and weaknesses
  • Computes multirater comparisons and progress reports
  • Provides information on all the optional content scales
  • Presents target behaviors for intervention
  • Shows relationships to DSM-IV®-TR diagnostic criteria
  • Is available for Windows® and Macintosh®

BASC-2 ASSIST – To meet your basic scoring and reporting needs:

  • Calculates both scale and composite scores
  • Displays scores in tabular and profile formats
  • Generates six report sections (see chart)
  • Is available for Windows or Macintosh

ASSIST™ System Requirements

Windows XP SP3/Vista/ 7
Macintosh OS 10.4 – 10.10

BASC™-2 Assist™ Plus

Behavior Assessment System for Children-Second Edition: Overview Presentation

This pre-recorded 20-30 minute session allows you to learn at your leisure. All you need is access to the Internet and the sound enabled on your computer. Please keep in mind that the session may take a few minutes to load.

The BASC-2 is a multi-method, multi-dimensional system designed to help professionals understand the behaviors and emotions of children, adolescents, and young adults. In approximately 20 minutes, Dr. Gloria Maccow will describe the components of the BASC-2 – Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH).

Attend a session


Frequently asked questions follow. Click on a question to see the response.

  • What are the relationships among BASC-2 components?

  • How do I integrate data from multiple ratings and self-reports?

  • Can a computer-entry form be hand scored, or can a hand-scored form be computer scored?

  • What is the difference between the BASC-2 ASSIST™and BASC-2 ASSIST™ Plus?

  • Does the BASC-2 ASSIST™ generate reports in Spanish?

  • Are the content scale norms available if you don’t have the BASC-2 ASSIST™ Plus?

  • How should I respond to a teacher who is reluctant to mark Never because he or she doesn’t know what the child does outside the classroom?

  • Which norm sample should I use?

  • Why might the same T score result in two different percentile ranks?

  • What information is available for special populations?

  • Why are there no clinical norms for ages 2 through 3?

  • Is the BASC-2 normed for use with Spanish-speaking populations?

  • I just gave a BASC-2 test, and I would like to know how to plan for follow-up testing. How long should I wait before administering a posttest?

  • Does the SRP Anxiety scale have a higher ceiling in BASC-2 in comparison to the BASC?

  • Does the BASC-2 provide information related to the DSM-IV-TR?

  • Is there research available about the relationship between social maladjustment and emotional disturbance? Also, is there any evidence to uphold that there is a well-defined group of children who can be adequately labeled as “socially maladjusted”?