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Behavior Assessment System for Children, 3rd Ed.

Enter composite T-scores and individual clinical and adaptive scale T-scores to generate an evidence-based behavioral narrative with intervention recommendations.

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BASC-3 (Reynolds & Kamphaus, 2015): The most widely used multi-informant behavioral rating scale in psychoeducational evaluations. Covers Externalizing (Hyperactivity, Aggression, Conduct Problems), Internalizing (Anxiety, Depression, Somatization), BSI (Attention Problems, Atypicality, Withdrawal), and Adaptive Skills (Adaptability, Social Skills, Leadership, ADL, Functional Communication). All scores are T-scores: mean = 50, SD = 10. For clinical scales, higher T = more concern; for adaptive scales, higher T = stronger functioning.
Student Information
Composite Scores At least one required
T-score scale: Mean = 50, SD = 10 (range typically 20–90). Enter any composite T-scores obtained. At least one composite or clinical/adaptive scale score is required to generate a report. Clinical composites: higher = more concern. Adaptive Skills: higher = better functioning.
Externalizing
Externalizing Problems
Clinical Composite
Outward, disruptive behaviors: hyperactivity, aggression, and conduct problems. Higher T = more concern.
Internalizing
Internalizing Problems
Clinical Composite
Inward emotional distress: anxiety, depression, and somatic complaints. Higher T = more concern.
BSI
Behavioral Symptoms Index
Broad Clinical Composite
Broad index of overall behavioral/emotional difficulties: attention, atypicality, withdrawal. Higher T = more concern.
Adaptive Skills
Adaptive Skills
Adaptive Composite ↑ Higher = Better
Positive adaptive behaviors: adaptability, social skills, leadership, ADL, communication. Higher T = stronger.
Clinical Scales Optional — T-scores (20–90) · Higher = More Concern
Clinical scales: T ≥ 70 = Clinically Significant · T 60–69 = At-Risk · T 41–59 = Average · T ≤ 40 = Low (not a concern). Enter any individual clinical scale T-scores.
Externalizing Scales
Externalizing
Hyperactivity
Activity Level & Impulsivity
Tendency to be overly active, rush through tasks, and act without thinking.
Externalizing
Aggression
Hostile/Threatening Behavior
Tendency to act in a hostile manner — verbally or physically — when frustrated or seeking a goal.
Externalizing
Conduct Problems
Rule-Breaking & Antisocial Behavior
Tendency to engage in antisocial or rule-breaking behaviors (lying, stealing, destruction of property).
Internalizing Scales
Internalizing
Anxiety
Fear, Worry & Nervousness
Tendency to be nervous, fearful, or worried about real or imagined problems.
Internalizing
Depression
Sadness & Dysphoria
Feelings of unhappiness, sadness, and stress that interfere with daily activities and school participation.
Internalizing
Somatization
Physical Complaints
Tendency to complain about minor physical problems or discomforts disproportionate to observed cause.
Behavioral Symptoms Index Scales
BSI
Attention Problems
Distractibility & Focus
Tendency to be easily distracted and inability to concentrate more than momentarily on tasks.
BSI
Atypicality
Unusual or Odd Behaviors
Tendency to behave in ways considered odd or strange, including stereotyped or disorganized behavior.
BSI
Withdrawal
Social Avoidance & Isolation
Tendency to evade others and avoid social contact; being isolated from peers and adults.
Adaptive Scales Optional — T-scores (20–90) · Higher = Better
⬆ Reversed scoring for adaptive scales: Higher T-scores reflect stronger adaptive functioning. T ≥ 60 = Average to High (strength) · T 40–59 = Average · T 31–39 = At-Risk · T ≤ 30 = Clinically Significant (poor adaptive functioning).
Adaptive
Adaptability
Flexibility & Transitions
Ability to adapt readily to changes in the environment, transitions, and unexpected situations.
Adaptive
Social Skills
Peer Interaction
Skills for interacting successfully with peers and adults in home, school, and community settings.
Adaptive
Leadership
Initiative & Problem-Solving
Skills associated with accomplishing academic, social, or community goals; organizing others.
Adaptive
ADL
Activities of Daily Living
Basic everyday self-care and functional living tasks performed independently for age level.
Adaptive
Functional Comm.
Daily Communication
Skills for expressing ideas and communicating effectively in ways that others understand.