Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2024

Thesis Director

Gary L. Canivez

Thesis Committee Member

Assege HaileMariam

Thesis Committee Member

Hao-Jan Luh

Abstract

Behavior rating scales, such as the Behavior Assessment Scale for Children-Third Edition Teacher Rating Scale Child form and the Adjustment Scales for Children and Adolescents (ASCA) are common tools to help school psychologists identify and assess problematic behaviors and youth psychopathology. However, the original BASC, the BASC-2, and the BASC-3 have little replication research available. The ASCA, while now having potentially outdated norms, has had replication research conducted and is considered empirically sound. Burback (2020) empirically compared the BASC-3 TRS-C with the ASCA to assess construct validity (convergent, discriminant, divergent) since there were no published studies replicating research presented in the BASC-3 Manual. Limitations of that study included a small sample size and that most students and teachers were White. Therefore, it was important to replicate her study to overcome those limitations. The present study compared BASC-3 TRS-C and ASCA ratings, which were collected through teacher volunteers or special education evaluations with children between ages 6 and 11 (n = 103). Results indicated that construct validity was evident. The BASC-3 TRS-C and ASCA displayed strong examples of convergent validity (e.g., the BASC-3 TRS-C Attention Problems scale and the ASCA Attention Deficit Hyperactive syndrome) , divergent validity (e.g., the BASC-3 TRS-C Externalizing Problems scale and the ASCA Underactivity syndrome), and discriminant validity (e.g., the BASC-3 TRS-C Aggression scale and the ASCA Attention Deficit Hyperactive syndrome).

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