Behavior Assessment System for Children, Third Edition (BASC™-3)

BASC-3 Parent Rating Scales - Adolescent

Interpretive Summary Report
Cecil R. Reynolds, PhD, & Randy W. Kamphaus, PhD

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Child Information Test Information
ID: Test Date: 02/17/2021
Name:
Gender:
Birth Date:
Child Sample
Male
04/10/2006
PL Rater Name:
Rater Gender:
Relationship:
Mother Sample

Mother
Age: 14:10 Administration
Language: English
Grade:
M
School:

Norm Group 1: General Combined

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Warning: This report contains copyrighted material and trade secrets. The qualified licensee may excerpt portions of this output report,
limited to the minimum text necessary to accurately describe their significant core conclusions, for incorporation into a written evaluation of the
examinee, in accordance with their profession's citation standards, if any. No adaptations, translations, modifications, or special versions may
be made without prior written permission from Pearson.
Pearson and BASC are trademarks, in the U.S. and/or other countries, of Pearson PLC or its affiliates. DSM-5 is a trademark of the
American Psychiatric Association.

[ 1.15 / RE1 / QG1 ]

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COMMENTS AND CONCERNS

No comments or concerns were provided.

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PL
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VALIDITY INDEX SUMMARY

F Index Response Pattern Consistency
Caution Acceptable Extreme Caution
Raw Score: 3 Raw Score: 127 Raw Score: 18

CLINICAL AND ADAPTIVE T-SCORE PROFILE

120 120

110 110

100 100
CLINICALLY SIGNIFICANT
90 90

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80 80

70 70

T Score 60
PL AT-RISK
60

50 50

40 40
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AT-RISK
30 30

CLINICALLY SIGNIFICANT
20 20
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Symptoms Index

Communication

Adaptive Skills
Somatization
Hyperactivity

Externalizing

Internalizing

Social Skills
Adaptability

Daily Living
Depression

Activities of
Aggression

Leadership
Withdrawal

Behavioral

Functional
Atypicality
Problems

Problems

Problems

Problems
Attention
Conduct

Anxiety

T Score (Plotted)
● General Combined 86 92 105 97 38 48 60 48 55 49 53 67 33 23 28 26 26 24

Percentile
General Combined 99 99 99 99 8 55 86 53 71 64 70 93 6 1 2 1 2 1

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CLINICAL AND ADAPTIVE SCORE TABLE: General Combined Norm Group

Composite Score Summary

90% Confidence
Raw Score T Score Percentile Rank
Interval
Externalizing Problems 283 97 99 94-100
Internalizing Problems 146 48 53 44-52
Behavioral Symptoms Index 383 67 93 64-70
Adaptive Skills 136 24 1 21-27

Significance Frequency of
Composite Comparisons Difference
Level Difference
Externalizing Problems vs. Internalizing Problems 49 0.01 1% or less

Mean T score of the BSI 64

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Mean T score of the Adaptive Skills Composite 27

Scale Score Summary PL Ipsative Comparison

Raw Percentile 90% Confidence Significance Frequency of
T Score Difference
Score Rank Interval Level Difference
Hyperactivity 19 86 99 80-92 22 0.05 1% or less
Aggression 21 92 99 87-97 28 0.05 1% or less
Conduct Problems 33 105 99 100-110 41 0.05 1% or less
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Anxiety 3 38 8 33-43 -26 0.05 1% or less
Depression 5 48 55 43-53 -16 0.05 1% or less
Somatization 9 60 86 54-66 -4 NS
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Atypicality 3 49 64 44-54 -15 0.05 1% or less

Withdrawal 6 53 70 47-59 -11 0.05 10% or less
Attention Problems 11 55 71 50-60 -9 0.05 15% or less
Adaptability 7 33 6 28-38 6 NS
Social Skills 3 23 1 18-28 -4 NS
Leadership 2 28 2 23-33 1 NS
Activities of Daily Living 4 26 2 19-33 -1 NS
Functional Communication 9 26 1 21-31 -1 NS
Note: All classifications of test scores are subject to the application of the standard error of measurement (SEM) when making classification
decisions. Individual clinicians are advised to consider all case-related information to determine if a particular classification is appropriate. See
the BASC-3 Manual for additional information on SEMs and confidence intervals.

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CLINICAL VALIDITY INDEX NARRATIVES

The BASC-3 F Index is a classically derived infrequency scale, designed to assess the possibility that a rater has
depicted a child's behavior in an inordinately negative fashion. The F Index consists of items that represent
maladaptive behaviors to which the rater answered "almost always" and adaptive behaviors to which the rater
responded "never." Elevated F Index scores typically indicate the presence of very high levels of maladaptive
behavior or emotional and behavioral disturbances or indicate the rater might have rated the child's behavior as
more severe than it actually is. Sometimes, the F Index is referred to as a "fake-bad" scale since it might be
perceived as an attempt to present a negatively distorted view of the child's behavior. It is important to note that
an elevated F Index score does not invalidate the results of the assessment; rather, it can serve as a moderator
for the interpretation of the overall results obtained on the rating scale.

To discern the correct interpretation of obtained scores in the presence of an elevated F Index score, it is
necessary to have a good understanding of the referral issue, the child's history, and the current context of the
child's life. Comparisons with data taken from other settings, as well as other test results, will also be useful in
determining the best interpretation of the F Index score as well as the other obtained scores.

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Mother's ratings of Child have produced an F Index score that falls within the Caution range. This indicates a
negative overall view of Child's behavior; fewer than 5% of children in the general population receive scores in
this range. Caution should be used when interpreting BASC-3 scale scores; careful corroboration of these ratings
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based on additional sources of information (e.g., history, clinical interview, other data sources) is recommended.
Typically, a review of the individual items on the F Index and responses to these items is useful for making an
appropriate determination as to the interpretation of the BASC-3 scale scores.

The Consistency Index identifies situations when the rater has given inconsistent responses to items that are
typically answered in a similar way, based on comparisons made to raters from the general population. The
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Consistency Index was designed to identify ratings that might not be easily interpretable due to these response
discrepancies. It can be elevated for a variety of reasons, including a lack of effort or attention when completing
the ratings, a rater changing their perspective regarding the child's behavior when completing the rating form, a
rater having difficulty understanding the items due to a low reading ability or language comprehension problems,
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or different raters completing different parts of the form (e.g., the child's math teacher completing one part of the
form and a science teacher completing the other part of the form). All of these scenarios are highly likely to result
in an elevated Consistency Index score, alerting the clinician to a high probability that the obtained ratings across
BASC-3 scales might not be sufficiently reliable to interpret. Frequently, a brief interview with the person providing
the ratings can provide valuable insights into the reasons for an elevated Consistency Index.

Mother's ratings of Child have produced a Consistency Index score that falls within the Extreme Caution range.
This may indicate that Mother experienced an unusual amount of difficulty when completing the rating form.
Caution is warranted when interpreting the BASC-3 scale scores, and follow-up with Mother is recommended. A
review of the item pairs contributing to the Consistency Index will be useful for understanding why the
Consistency Index is elevated and can provide some helpful information to use when talking to the rater about his
rating form responses.

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VALIDITY INDEX ITEM LISTS

A summary of the ratings and items contributing to the validity indexes with cautionary ratings are presented
below.

F Index
5. Gets into trouble. (Almost always)
69. Bullies others. (Almost always)
114. Disrupts other adolescents' activities. (Almost always)

Response Pattern Index

The Response Pattern Index rating is Acceptable.

Consistency Index
69. Bullies others. (Almost always)
138. Hurts others on purpose. (Never)

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129. Adjusts well to changes in family plans. (Almost always)
156. Adjusts well to changes in plans. (Sometimes)

87. Is easily distracted. (Sometimes)

123. Has trouble concentrating. (Never)
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58. Expresses fear of getting sick. (Sometimes)
154. Is afraid of getting sick. (Never)
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43. Listens to directions. (Often)
79. Listens carefully. (Sometimes)

35. Says, "I hate myself." (Never)

110. Says, "I can't do anything right." (Sometimes)
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113. Has trouble making new friends. (Sometimes)

149. Avoids making friends. (Never)

22. Lies. (Often)

122. Lies to get out of trouble. (Sometimes)

77. Says, "I don't have any friends." (Never)

121. Says, "Nobody likes me." (Almost always)

93. Is cruel to others. (Often)

160. Puts others down. (Never)

3. Is easily upset. (Never)

48. Overreacts to stressful situations. (Sometimes)

85. Deceives others. (Often)

157. Sneaks around. (Almost always)

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CLINICAL AND ADAPTIVE SCALE NARRATIVES

This report is based on Mother Sample's rating of Child's behavior using the BASC-3 Parent Rating Scales form.
The narrative and scale classifications in this report are based on T scores obtained using norms. Scale scores in
the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range may identify a
significant problem that may not be severe enough to require formal treatment or may identify the potential of
developing a problem that needs careful monitoring.

Externalizing Problems
The Externalizing Problems composite scale T score is 97, with a 90% confidence interval range of 94-100 and a
percentile rank of 99. Child's T score on this composite scale falls in the Clinically Significant classification range.

Child's T score on Hyperactivity is 86 and has a percentile rank of 99. This T score falls in the Clinically
Significant classification range and usually warrants follow-up. Child's mother reports Child engages in many
disruptive, impulsive, and uncontrolled behaviors.

Child's T score on Aggression is 92 and has a percentile rank of 99. This T score falls in the Clinically Significant

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classification range and usually warrants follow-up. Child's mother reports Child displays a high number of
aggressive behaviors and may be reported as being argumentative, defiant, and/or threatening to others.
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Child's T score on Conduct Problems is 105 and has a percentile rank of 99. This T score falls in the Clinically
Significant classification range and usually warrants follow-up. Child's mother reports Child frequently engages in
rule-breaking behavior such as cheating, deception, and/or stealing.

Internalizing Problems
The Internalizing Problems composite scale T score is 48, with a 90% confidence interval range of 44-52 and a
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percentile rank of 53.

Child's T score on Anxiety is 38 and has a percentile rank of 8. Child's mother reports Child displays relatively
few anxiety-based behaviors compared to others of the same age.
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Child's T score on Depression is 48 and has a percentile rank of 55. Child's mother reports Child displays
depressive behaviors no more often than others of the same age.

Child's T score on Somatization is 60 and has a percentile rank of 86. This T score falls in the At-Risk
classification range and follow-up may be necessary. Child's mother reports Child displays several health-related
concerns. When a serious health problem is not present, these concerns may be indications of an underlying
emotional problem.

Behavioral Symptoms Index

The Behavioral Symptoms Index (BSI) composite scale T score is 67, with a 90% confidence interval range of
64-70 and a percentile rank of 93. Child's T score on this composite scale falls in the At-Risk classification range.
Scale summary information for Hyperactivity, Aggression, and Depression (scales included in the BSI) has been
provided above. Scale summary information for the remaining BSI scales is given next.

Child's T score on Atypicality is 49 and has a percentile rank of 64. Child's mother reports Child generally
displays clear, logical thought patterns and a general awareness of his surroundings.

Child's T score on Withdrawal is 53 and has a percentile rank of 70. Child's mother reports Child does not avoid
social situations and appears to be capable of developing and maintaining friendships with others.

Child's T score on Attention Problems is 55 and has a percentile rank of 71. Child's mother reports Child
maintains an attention level similar to that of others of the same age.
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Adaptive Skills
The Adaptive Skills composite scale T score is 24, with a 90% confidence interval range of 21-27 and a
percentile rank of 1. Child's T score on this composite scale falls in the Clinically Significant classification range.

Child's T score on Adaptability is 33 and has a percentile rank of 6. This T score falls in the At-Risk classification
range and follow-up may be necessary. Child's mother reports Child has difficulty adapting to changing situations
and Child takes longer to recover from difficult situations than most others of the same age.

Child's T score on Social Skills is 23 and has a percentile rank of 1. This T score falls in the Clinically Significant
classification range and usually warrants follow-up. Child's mother reports Child has difficulty complimenting
others and making suggestions for improvement in a tactful and socially acceptable manner.

Child's T score on Leadership is 28 and has a percentile rank of 2. This T score falls in the Clinically Significant
classification range and usually warrants follow-up. Child's mother reports Child has difficulty making decisions,
lacks creativity, and/or has difficulty getting others to work together effectively.

Child's T score on Activities of Daily Living is 26 and has a percentile rank of 2. This T score falls in the Clinically

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Significant classification range and usually warrants follow-up. Child's mother reports Child has difficulty
performing simple daily tasks in a safe and efficient manner.

Child's T score on Functional Communication is 26 and has a percentile rank of 1. This T score falls in the
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Clinically Significant classification range and usually warrants follow-up. Child's mother reports Child
demonstrates unusually poor expressive and receptive communication skills and Child has significant difficulty
seeking out and finding information on his own.
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CONTENT SCALE AND INDEX T-SCORE PROFILE

120 120

110 110

100 100
CLINICALLY
CLINICALLY SIGNIFICANT
90 SIGNIFICANT 90

80 80

70 70
T Score
AT-RISK AT-RISK
60 60

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50 50

40 40

30
PL AT-RISK
30
CLIN.
20 SIGNIF. 20
M Social Disorders
Developmental
Anger Control

Emotionality
Self Control

Functioning

Impairment
Probability

Probability

Probability

Functional
Resiliency
Emotional

Executive

Negative
Bullying

Autism
ADHD
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EBD
T Score (Plotted)
● General Combined 61 82 64 53 60 45 31 62 70 77 67

Percentile
General Combined 87 98 90 69 85 36 4 87 96 98 93

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CONTENT SCALE SCORE TABLE: General Combined Norm Group

90%
Percentile
Raw Score T Score Confidence
Rank
Interval
Anger Control 9 61 87 56-66
Bullying 17 82 98 78-86
Developmental Social
24 64 90 59-69
Disorders
Emotional Self-Control 10 53 69 48-58
Executive Functioning 34 60 85 56-64
Negative Emotionality 3 45 36 39-51
Resiliency 9 31 4 27-35

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Content Scale Narratives
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Child's T score on Anger Control is 61 and has a percentile rank of 87. This T score falls in the At-Risk
classification range and follow-up may be necessary. Child's mother reports Child has a tendency to become
irritable quickly and has difficulty maintaining self-control when faced with adversity.

Child's T score on Bullying is 82 and has a percentile rank of 98. This T score falls in the Clinically Significant
classification range and usually warrants follow-up. Child's mother reports Child has a tendency to be disruptive,
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intrusive, and/or threatening toward other students.

Child's T score on Developmental Social Disorders is 64 and has a percentile rank of 90. This T score falls in the
At-Risk classification range and follow-up may be necessary. Child's mother reports Child has some problems
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concerning social skills and communication.

Child's T score on Emotional Self-Control is 53 and has a percentile rank of 69. Child's mother reports Child is
able to control his reactions to environmental changes about as well as others of the same age.

Child's T score on Executive Functioning is 60 and has a percentile rank of 85. This T score falls in the At-Risk
classification range and follow-up may be necessary. Child's mother reports Child sometimes has difficulty
controlling and maintaining his behavior and mood.

Child's T score on Negative Emotionality is 45 and has a percentile rank of 36. Child's mother reports Child
reacts to changes in everyday activities or routines in a manner that is typical of others of the same age.

Child's T score on Resiliency is 31 and has a percentile rank of 4. This T score falls in the At-Risk classification
range and follow-up may be necessary. Child's mother reports Child has difficulty overcoming stress and
adversity.

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EXECUTIVE FUNCTIONING INDEX SUMMARY

Overall Executive Problem Solving Attentional Control Behavioral Control Emotional Control
Functioning Index Index Index Index Index
Not Elevated Not Elevated Not Elevated Extremely Elevated Not Elevated
Raw Score: 42 Raw Score: 12 Raw Score: 11 Raw Score: 14 Raw Score: 5

EXECUTIVE FUNCTIONING INDEX NARRATIVES

Child's Overall Executive Functioning Index score is 42. This score falls in the Not Elevated classification range.
Summary information for problem solving, attentional control, behavioral control, and emotional control is provided
below.

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Child's Problem Solving Index score is 12. This score falls in the Not Elevated classification range.

Child's Attentional Control Index score is 11. This score falls in the Not Elevated classification range.
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Child's Behavioral Control Index score is 14. This score falls in the Extremely Elevated classification range and
typically warrants follow-up. Mother reports Child has extreme difficulty maintaining self control and has difficulty
regulating impulsive behaviors.

Child's Emotional Control Index score is 5. This score falls in the Not Elevated classification range.
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EMOTIONAL DISTURBANCE QUALIFICATION SCALES (EDQs) SUMMARY

The EDQ scales were developed to reflect clinical and adaptive scale combinations that are grouped specifically
to align with the constructs of emotional disturbance (ED) represented in the federal Individuals with Disabilities
Education Improvement Act (IDEIA; 2004) disability definition1. These constructs serve as the minimum criteria
used to determine a student's eligibility for special education and related services under the classification of ED.
Because of the breadth of assessment provided by the BASC-3, examiners are advised to consider other BASC-3
clinical, adaptive, and content scales, the history of the behaviors they measure, and the duration of any
behavioral or emotional problems when making special education and related services eligibility
recommendations.

Emotional
90%
Disturbance Percentile
Raw Score T Score Confidence Clinical Indicator
Qualification Rank
Interval
Composites (EDQCs)
EDQC 1:
Unsatisfactory

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463 85 99 82-88 Clinically Significant
Interpersonal
Relationships
EDQC 2:
Inappropriate
Behavior/Feelings
350
PL 50 62 48-52 Acceptable

EDQC 3:
Unhappiness or 93 46 45 42-50 Acceptable
Depression
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EDQC 4:
Physical Symptoms or 98 49 53 45-53 Acceptable
Fears
EDQC 52:
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Schizophrenia and
291 60 84 57-63 At-Risk
Related Disorders of
Thought
Social Maladjustment Indicator Present
1
The EDQs covers 5 of the 6 Emotional Disturbance criteria as defined by IDEIA (2004). The first criteria – "An inability to learn that cannot
be explained by intellectual, sensory, or health factors" – is not covered by the BASC-3.
2
Although elevated scores on the EDQC 5 should raise concerns of schizophrenia or another thought disorder as a possibility, it also
correlates highly to autism spectrum disorder (ASD) and when elevated should prompt a more thorough evaluation to rule out ASD as the
most likely diagnosis, especially if the actuarially derived Autism Index is also elevated.

EMOTIONAL DISTURBANCE QUALIFICATION SCALES (EDQs)

NARRATIVES
EDQC 1: Unsatisfactory Interpersonal Relationships
Child's T score on the Unsatisfactory Interpersonal Relationships Composite is 85 and has a percentile rank of
99. This T score falls in the Clinically Significant classification range and usually warrants follow-up assessment or
intervention. Mother reports Child has significant difficulty establishing and/or maintaining interpersonal
relationships with others compared to same-age peers.

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EDQC 2: Inappropriate Behavior/Feelings

Child's T score on the Inappropriate Behavior/Feelings Composite is 50 and has a percentile rank of 62. Mother
reports Child displays appropriate types of behaviors and feelings under normal circumstances that are
comparable to same-age peers.

EDQC 3: Unhappiness or Depression

Child's T score on the Unhappiness or Depression Composite is 46 and has a percentile rank of 45. Mother
reports Child displays no signs of pervasive unhappiness or depressive mood when compared to same-age
peers.

EDQC 4: Physical Symptoms or Fears

Child's T score on the Physical Symptoms or Fears Composite is 49 and has a percentile rank of 53. Mother
reports Child displays physical symptoms or fears associated with personal or school problems about as often as
same-age peers.

EDQC 5: Schizophrenia and Related Disorders of Thought

Child's T score on the Schizophrenia and Related Disorders of Thought Composite is 60 and has a percentile
rank of 84. This T score falls in the At-Risk classification range and follow-up assessment or intervention may be

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necessary. Mother reports Child shows some elevated levels of atypical or withdrawn behavior and may struggle
with functional communication compared to same-age peers.

Social Maladjustment Indicator

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Mother's responses suggest Child exhibits behaviors that are inconsistent with societal norms much more often
than same-age peers. Mother's responses suggest that social maladjustment may be present and follow-up
assessment or intervention should occur based on the laws and regulations in the appropriate jurisdiction.
Examiners should be aware that the presence of social maladjustment does not rule out emotional disturbance
and that social maladjustment and various forms of emotional disturbance are often comorbid.
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CLINICAL INDEX SCORE TABLE: General Combined Norm Group

90%
Percentile
Raw Score T Score Confidence
Rank
Interval
ADHD Probability Index 16 62 87 56-68
Autism Probability Index 32 70 96 65-75
EBD Probability Index 36 77 98 72-82
Functional Impairment Index 62 67 93 63-71

CLINICAL INDEX NARRATIVES

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The BASC-3 items endorsed by Child's parent/guardian resulted in clinically significant Hyperactivity, Aggression,
and Conduct Problems scale scores, a pattern that occurred in 1.6% of the standardization sample. Children with
this profile may exhibit hyperactivity, verbal and physical aggression, and socially deviant behaviors such as
stealing, delinquency, and property destruction. Given this profile, possible diagnostic considerations might
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include attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder
(CD).

A number of considerations could be useful in differentiating between behavioral disorders. ADHD is

characterized by increased levels of inattention, behavioral activity, and impulsivity that often disturb others and
result in rule violations; similarly, the core features of ODD include frequent defiance and rule violations. In both
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cases, these behaviors will be relatively mild in severity compared to CD, which is characterized by more serious
forms of misbehavior, such as physical violence, truancy, or theft, that deviate from societal standards and
represent violations of others' rights. Children with ADHD may exhibit oppositionality secondary to problems with
attention and hyperactivity (e.g., refusing to do homework because it is difficult to sit still and stay on track), but
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they are unlikely to exhibit the same level of purposeful defiance, vindictiveness, and deliberate annoyance of
others seen in children with ODD. Understanding the functions and causes of these behaviors, perhaps through
methods such as thorough history-taking and detailed clinical interviewing, can be helpful in distinguishing
whether they are more characteristic of ADHD or ODD. Neither ODD nor CD requires symptoms of inattention or
hyperactivity to make a diagnosis; thus, it is possible to have an additional diagnosis of ADHD in the context of
either ODD or CD when the criteria for both have been met. However, because all of the features of ODD are also
characteristic of CD, a CD diagnosis takes precedence over ODD.

Child's profile is characterized by a clinically significant Hyperactivity scale score and an Attention Problems
scale below the At-Risk range. This may be useful in making diagnostic considerations regarding ADHD, as this
profile would be more consistent with a diagnosis of ADHD predominantly hyperactive/impulsive presentation, as
opposed to predominantly inattentive or combined presentations.

Child also exhibited an elevation on the BASC-3 internalizing scale of Somatization, a pattern that occurred in
34.5% of the BASC-3 standardization sample with clinically significant Hyperactivity, Aggression, and Conduct
Problems scale scores. This profile indicates Child is experiencing increased levels of internal distress
characterized by somatic complaints, and additional diagnostic considerations are likely to include somatic
symptom and related disorders (e.g., somatic symptom disorder, conversion disorder). Children with these
problems sometimes exhibit irritable mood and oppositionality, which may appear behaviorally similar to ODD and
CD. Furthermore, it may be the case that emotional distress is causing Child to act out, or that negative feedback
related to his behavioral issues is resulting in these internalizing problems. These children may also exhibit
behaviors that are typical of ADHD. Thus, further investigation is warranted in order to clarify the complex
relationship between his various behavioral and mood symptoms.

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Somatic complaints sometimes signify the presence of underlying depression or anxiety (even when Depression
and Anxiety scale scores are in the Average or Below Average range), both of which can co-occur with
externalizing problems. Thus, additional diagnostic considerations may include depressive disorders (e.g., major
depressive disorder, bipolar disorder) and anxiety disorders (e.g., generalized anxiety disorder, panic disorder,
obsessive-compulsive disorder). Children sometimes struggle to articulate the internal states that may be
underlying somatic complaints; thus, careful clinical interviewing regarding the onset, course, and function of
these symptoms, as well as a thorough investigation of anxiety and depression, will likely be useful in Child's
case.

The BASC-3 items endorsed by Child's parent/guardian resulted in an at-risk Developmental Social Disorders
content scale score. This suggests Child may be exhibiting problems with self-stimulation, withdrawal, and
inappropriate socialization. Diagnostic considerations given this elevated content scale score may include
pervasive developmental disorders such as autism spectrum disorder; however, high scores on this scale may
also represent poor socialization. Thus, given the complexity of an autism spectrum disorder diagnosis, additional
clinical interviewing and history-taking will likely be necessary before rendering diagnostic conclusions.

Children who experience difficulties with hyperactivity, aggression, and conduct problems present a unique
challenge to parents. They may require frequent redirection, more consistent parenting practices, and stronger

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reinforcements and consequences in order to manage their behavior. They may also defy parent requests,
engage parents in frequent arguments or acts of aggression, and commit serious rule violations. The relationship
can be characterized by communication and problem-solving deficits, and the parent and child may experience
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fewer feelings of warmth and closeness. Parents may also struggle with discipline and feel frustrated, and thus
family involvement is often a core component of interventions for behavioral problems. Thus, an evaluation of the
parent-child relationship (e.g., using the BASC-3 Parenting Relationship Questionnaire) might be helpful in
developing and implementing a comprehensive treatment plan. Specifically, identifying areas of weakness in the
parent-child relationship (e.g., conflict, communication) might help the therapist prioritize treatment goals.
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DSM-5™ DIAGNOSTIC CRITERIA

Listed below are DSM-5 Diagnostic Criteria based on the ratings obtained from Mother on the PRS-A rating form.
Each section first presents a list of symptoms of the disorder, along with PRS-A items that correspond to these
symptoms. Then related DSM-5 criteria and codes are presented. While information from PRS-A items will likely
be helpful for making a diagnosis, clinicians are strongly encouraged to use additional information that is gathered
outside of the BASC-3 PRS-A form (e.g., observations of behavior, clinical interviews) when making a formal
diagnosis. Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(Copyright © 2013).

Attention-Deficit/Hyperactivity Disorder (ADHD)

List of Symptoms

Relevant BASC-3 PRS-A Items and Mother Sample's

E
Symptoms for ADHD: Inattention Responses

__ Does not pay close attention to details, PL

or makes careless mistakes

__ Has difficulty sustaining attention 1. Pays attention. (Often)

27. Has a short attention span. (Sometimes)

X Does not seem to listen when spoken to 43. Listens to directions. (Often)
79. Listens carefully. (Sometimes)
M
119. Pays attention when being spoken to. (Never)

__ Does not follow through on instructions

and fails to finish tasks
SA

__ Has trouble organizing activities/tasks

__ Dislikes/avoids tasks that involve

sustained mental effort

__ Loses necessary materials

__ Is easily distracted 87. Is easily distracted. (Sometimes)

__ Is often forgetful

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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Symptoms for ADHD: Relevant BASC-3 PRS-A Items and Mother Sample's
Hyperactivity/Impulsivity Responses

__ Fidgets or squirms excessively

__ Leaves seat inappropriately

__ Feels restless

__ Has difficulty engaging in activities

quietly

X Acts as if "driven by a motor" 53. Acts out of control. (Often)

130. Has poor self-control. (Almost always)

__ Talks excessively

X Blurts out answers 10. Acts without thinking. (Almost always)

E
X Has trouble waiting his turn 14. Cannot wait to take turn. (Almost always)

X Interrupts others' conversations or

activities
PL 107. Interrupts parents when they are talking on the phone.
(Sometimes)
114. Disrupts other adolescents' activities. (Almost always)
172. Interrupts others when they are speaking. (Often)
M
DSM-5 Codes and Diagnostic Criteria

Attention-Deficit/Hyperactivity Disorder (ADHD) 314.0x (F90.x)

SA

See the Q-global Resource Library for a reprint of the DSM-5 Diagnostic Criteria for ADHD.

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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Disruptive Mood Dysregulation Disorder

List of Symptoms

Symptoms for Disruptive Mood Relevant BASC-3 PRS-A Items and Mother Sample's
Dysregulation Disorder Responses

Area 1: Severe, Recurrent Temper

Outbursts

X Has verbally or physically aggressive 26. Loses control when angry. (Never)
temper outbursts 37. Throws or breaks things when angry. (Almost always)
48. Overreacts to stressful situations. (Sometimes)

Area 2: Mood Between Temper Outbursts

E
__ Persistently irritable or angry mood 32. Is easily stressed. (Never)
between temper outbursts PL 140. Is irritable. (Never)

DSM-5 Codes and Diagnostic Criteria

Disruptive Mood Dysregulation Disorder 296.99 (F34.8)

M
See the Q-global Resource Library for a reprint of the DSM-5 Diagnostic Criteria for Disruptive Mood
Dysregulation Disorder.
SA

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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Autism Spectrum Disorder

List of Symptoms

Symptoms for Area 1: Social Relevant BASC-3 PRS-A Items and Mother Sample's
Communication and Interaction Deficits Responses

X Has impaired emotional/social 29. Is usually chosen as a leader. (Never)

reciprocation 51. Shows interest in others' ideas. (Never)
70. Communicates clearly. (Never)
73. Compliments others. (Never)
147. Encourages others to do their best. (Sometimes)

__ Shows notable deficits in nonverbal

communication

X Has difficulty in developing peer 46. Is shy with other adolescents. (Sometimes)

E
relationships appropriate to 113. Has trouble making new friends. (Sometimes)
developmental level 127. Avoids other adolescents. (Never)
PL 165. Makes friends easily. (Sometimes)

Symptoms for Area 2: Restricted, Repetitive

Behaviors
M
__ Engages in stereotyped, repetitive motor
movements, speech, or use of objects
(e.g., finger flapping, lining up toys)
SA

X Rigidly adheres to routines/rituals 124. Adjusts well to changes in routine. (Never)

__ Has interests that are abnormally

restricted, fixated, focused, or intense

__ Has extreme (hyperreactivity) or

indifferent (hyporeactivity) responses to
sensory input

DSM-5 Codes and Diagnostic Criteria

Autism Spectrum Disorder 299.00 (F84.0)

See the Q-global Resource Library for a reprint of the DSM-5 Diagnostic Criteria for Autism Spectrum Disorder.

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02/17/2021, Page 20 Child Sample

Oppositional Defiant Disorder

List of Symptoms

Relevant BASC-3 PRS-A Items and Mother Sample's

Symptoms for Oppositional Defiant Disorder Responses

Angry/Irritable Mood

__ Loses temper

__ Is easily annoyed by others

__ Is resentful/angry

E
Argumentative/Defiant Behavior

__ Argues with authority figures PL 115. Argues when denied own way. (Never)

__ Defies rules or refuses to comply with 122. Lies to get out of trouble. (Sometimes)
requests from authority figures

X Deliberately annoys others 28. Teases others. (Almost always)

__ Blames other people for his/her own

M
misbehavior or mistakes

Vindictiveness
SA

__ Has been vindictive/spiteful at least 146. Gets back at others. (Never)

twice within the past 6 months

DSM-5 Codes and Diagnostic Criteria

Oppositional Defiant Disorder 313.81 (F91.3)

See the Q-global Resource Library for a reprint of the DSM-5 Diagnostic Criteria for Oppositional Defiant
Disorder.

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Conduct Disorder

List of Symptoms

Relevant BASC-3 PRS-A Items and Mother Sample's

Aggression to People and Animals Responses

X Bullies, intimidates, or threatens others 66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)

__ Starts physical fights

__ Has used a weapon that can seriously

injure others (e.g., knife, bat, broken
bottle, gun)

X Has inflicted physical harm on people 93. Is cruel to others. (Often)

E
103. Hits other adolescents. (Often)

__ Has inflicted physical harm on animals PL 59. Is cruel to animals. (Never)

__ Has committed theft while confronting a

victim (e.g., mugging, armed robbery)

__ Has forced someone to participate in a

sexual act against their will
M
Destruction of Property

X Has deliberately set a fire to cause 118. Sets fires. (Often)

SA

serious damage

__ Has deliberately destroyed others'

property (by means other than fire)

Deceitfulness or Theft

__ Has broken into someone else's car,

house, or other building

X Lies to obtain things or favors or to avoid 22. Lies. (Often)

obligations 85. Deceives others. (Often)
122. Lies to get out of trouble. (Sometimes)

X Has committed theft of money or items 52. Steals. (Almost always)

of nontrivial value without confronting a
victim

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Relevant BASC-3 PRS-A Items and Mother Sample's

Serious Violations of Rules Responses

__ Stays out at night despite parental

prohibitions (beginning before age 13)

X Has run away from home overnight at 155. Runs away from home overnight. (Sometimes)
least twice (or once for a lengthy period)

__ Often skips school (beginning before

age 13)

DSM-5 Codes and Diagnostic Criteria

Conduct Disorder 312.8x (F91.x)

E
See the Q-global Resource Library for a reprint of the DSM-5 Diagnostic Criteria for Conduct Disorder.

PL
M
SA

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DSM-5™ DIAGNOSTIC CONSIDERATIONS

The BASC-3 PRS-A contains items related to a number of DSM-5 criteria for the diagnosis of disorders. Listed
below are ALL items related to DSM-5 criteria regardless of their responses. While information from PRS-A items
will likely be helpful for making a diagnosis, clinicians are strongly encouraged to use additional information that is
gathered outside of the BASC-3 PRS-A form (e.g., observations of behavior, clinical interviews) when making a
formal diagnosis.

Attention-Deficit/Hyperactivity Disorder (ADHD) 314.0x (F90.x)

Related BASC-3 items:

1. Pays attention. (Often)

10. Acts without thinking. (Almost always)
14. Cannot wait to take turn. (Almost always)

E
27. Has a short attention span. (Sometimes)
43. Listens to directions. (Often)
53. Acts out of control. (Often)
79. Listens carefully. (Sometimes) PL
87. Is easily distracted. (Sometimes)
107. Interrupts parents when they are talking on the phone. (Sometimes)
114. Disrupts other adolescents' activities. (Almost always)
119. Pays attention when being spoken to. (Never)
130. Has poor self-control. (Almost always)
172. Interrupts others when they are speaking. (Often)
M
Autism Spectrum Disorder 299.00 (F84.0)

Related BASC-3 items:

SA

29. Is usually chosen as a leader. (Never)

46. Is shy with other adolescents. (Sometimes)
51. Shows interest in others' ideas. (Never)
70. Communicates clearly. (Never)
73. Compliments others. (Never)
113. Has trouble making new friends. (Sometimes)
124. Adjusts well to changes in routine. (Never)
127. Avoids other adolescents. (Never)
147. Encourages others to do their best. (Sometimes)
165. Makes friends easily. (Sometimes)

Conduct Disorder 312.8x (F91.x)

Related BASC-3 items:

22. Lies. (Often)

52. Steals. (Almost always)
59. Is cruel to animals. (Never)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)
85. Deceives others. (Often)

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93. Is cruel to others. (Often)

103. Hits other adolescents. (Often)
118. Sets fires. (Often)
122. Lies to get out of trouble. (Sometimes)
155. Runs away from home overnight. (Sometimes)

Oppositional Defiant Disorder 313.81 (F91.3)

Related BASC-3 items:

28. Teases others. (Almost always)

115. Argues when denied own way. (Never)
122. Lies to get out of trouble. (Sometimes)
146. Gets back at others. (Never)

Disruptive Mood Dysregulation Disorder 296.99 (F34.8)

E
Related BASC-3 items:

26. Loses control when angry. (Never) PL

32. Is easily stressed. (Never)
37. Throws or breaks things when angry. (Almost always)
48. Overreacts to stressful situations. (Sometimes)
140. Is irritable. (Never)
M
SA

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TARGET BEHAVIORS FOR INTERVENTION

The behaviors listed below were identified by the rater as being particularly problematic. These behaviors may be
appropriate targets for intervention or treatment. It can be useful to readminister the BASC-3 in the future to
determine progress toward meeting the associated behavioral objectives.

General Behavior Issues

14. Cannot wait to take turn. (Almost always)
28. Teases others. (Almost always)
52. Steals. (Almost always)
61. Breaks the rules. (Almost always)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)

22. Lies. (Often)

56. Smokes or chews tobacco. (Often)

E
76. Uses foul language. (Often)
103. Hits other adolescents. (Often)
118. Sets fires. (Often) PL
Academic Behavior Issues
114. Disrupts other adolescents' activities. (Almost always)
M
Adaptive/Social Behavior Issues
70. Communicates clearly. (Never)
128. Accepts people who are different from his or her self. (Never)
SA

151. Acts in a safe manner. (Never)

81. Responds appropriately when asked a question. (Sometimes)

158. Is clear when telling about personal experiences. (Sometimes)
172. Interrupts others when they are speaking. (Often)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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CRITICAL ITEMS
Bolded items may be of particular interest.

12. Is a picky eater. (Sometimes)

24. Avoids exercise or other physical activity. (Sometimes)
26. Loses control when angry. (Never)
35. Says, "I hate myself." (Never)
49. Eats things that are not food. (Never)
50. Says, "I want to die" or "I wish I were dead." (Never)
56. Smokes or chews tobacco. (Often)
59. Is cruel to animals. (Never)
65. Falls down or trips over things easily. (Never)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)
93. Is cruel to others. (Often)
96. Sleeps with parents. (Never)

E
97. Confuses real with make-believe. (Never)
100. Picks on others who are different from his or her self. (Never)
103. Hits other adolescents. (Often) PL
117. Says, "I want to kill myself." (Never)
118. Sets fires. (Often)
125. Throws up after eating. (Often)
134. Has seizures. (Sometimes)
138. Hurts others on purpose. (Never)
152. Has panic attacks. (Never)
155. Runs away from home overnight. (Sometimes)
M
162. Uses illegal drugs. (Almost always)
SA

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ITEMS BY SCALE - CLINICAL SCALES

Aggression
28. Teases others. (Almost always)
37. Throws or breaks things when angry. (Almost always)
55. Manipulates others. (Almost always)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)
93. Is cruel to others. (Often)
103. Hits other adolescents. (Often)
115. Argues when denied own way. (Never)
146. Gets back at others. (Never)
164. Is overly aggressive. (Often)

Anxiety
4. Worries. (Never)

E
20. Is fearful. (Never)
32. Is easily stressed. (Never)
92. Is nervous. (Never)
99. Worries about what teachers think. (Sometimes) PL
104. Says, "I'm not very good at this." (Never)
120. Worries about making mistakes. (Never)
135. Worries about things that cannot be changed. (Never)
141. Appears tense. (Never)
152. Has panic attacks. (Never)
153. Says, "I'm afraid I will make a mistake." (Sometimes)
M
163. Says, "I get nervous during tests" or "Tests make me nervous." (Never)
166. Has trouble making decisions. (Sometimes)

Attention Problems
SA

1. Pays attention. (Often)

9. Is organized. (Often)
27. Has a short attention span. (Sometimes)
43. Listens to directions. (Often)
79. Listens carefully. (Sometimes)
87. Is easily distracted. (Sometimes)
95. Misses deadlines. (Sometimes)
119. Pays attention when being spoken to. (Never)
123. Has trouble concentrating. (Never)

Atypicality
11. Has strange ideas. (Never)
25. Seems odd. (Never)
39. Seems out of touch with reality. (Never)
84. Stares blankly. (Never)
97. Confuses real with make-believe. (Never)
108. Acts strangely. (Never)
116. Says things that make no sense. (Never)
139. Is suspicious of others. (Never)
145. Babbles to self. (Almost always)
150. Seems unaware of others. (Never)
169. Does weird things. (Never)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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Conduct Problems
5. Gets into trouble. (Almost always)
22. Lies. (Often)
40. Disobeys. (Almost always)
52. Steals. (Almost always)
56. Smokes or chews tobacco. (Often)
61. Breaks the rules. (Almost always)
68. Breaks the rules just to see what will happen. (Almost always)
76. Uses foul language. (Often)
85. Deceives others. (Often)
98. Is in trouble with the police. (Almost always)
122. Lies to get out of trouble. (Sometimes)
138. Hurts others on purpose. (Never)
157. Sneaks around. (Almost always)
162. Uses illegal drugs. (Almost always)

Depression

E
3. Is easily upset. (Never)
19. Is sad. (Never)
35. Says, "I hate myself." (Never)
41. Changes moods quickly. (Never)

77. Says, "I don't have any friends." (Never)

89. Cries easily. (Never)
PL
50. Says, "I want to die" or "I wish I were dead." (Never)

94. Seems lonely. (Sometimes)

102. Is negative about things. (Never)
110. Says, "I can't do anything right." (Sometimes)
M
117. Says, "I want to kill myself." (Never)
121. Says, "Nobody likes me." (Almost always)
140. Is irritable. (Never)
SA

Hyperactivity
10. Acts without thinking. (Almost always)
14. Cannot wait to take turn. (Almost always)
23. Talks over others. (Often)
53. Acts out of control. (Often)
107. Interrupts parents when they are talking on the phone. (Sometimes)
114. Disrupts other adolescents' activities. (Almost always)
130. Has poor self-control. (Almost always)
172. Interrupts others when they are speaking. (Often)

Somatization
6. Complains of being sick when nothing is wrong. (Sometimes)
18. Says, "I think I'm sick." (Sometimes)
31. Gets sick. (Sometimes)
42. Complains about health. (Sometimes)
47. Complains of pain. (Sometimes)
58. Expresses fear of getting sick. (Sometimes)
71. Complains of stomach pain. (Sometimes)
88. Has headaches. (Sometimes)
111. Complains of physical problems. (Sometimes)
154. Is afraid of getting sick. (Never)

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Withdrawal
33. Isolates self from others. (Sometimes)
46. Is shy with other adolescents. (Sometimes)
83. Quickly joins group activities. (Often)
113. Has trouble making new friends. (Sometimes)
127. Avoids other adolescents. (Never)
144. Prefers to play alone. (Never)
149. Avoids making friends. (Never)
165. Makes friends easily. (Sometimes)

ITEMS BY SCALE - ADAPTIVE SCALES

Activities of Daily Living

21. Makes healthy food choices. (Sometimes)

E
36. Sets realistic goals. (Never)
45. Is careless with belongings. (Almost always)
60. Needs to be reminded to brush teeth. (Sometimes) PL
80. Is able to keep to a schedule. (Never)
86. Cleans up after self. (Never)
143. Organizes chores or other tasks well. (Sometimes)
151. Acts in a safe manner. (Never)

Adaptability
7. Is easy to please. (Never)
M
54. Handles winning and losing well. (Never)
72. Recovers quickly after a setback. (Never)
82. Accepts things as they are. (Never)
124. Adjusts well to changes in routine. (Never)
SA

129. Adjusts well to changes in family plans. (Almost always)

137. Adjusts well to new teachers. (Almost always)
156. Adjusts well to changes in plans. (Sometimes)

Functional Communication
8. Likes to talk about his or her day. (Never)
34. Accurately takes down messages. (Sometimes)
62. Has difficulty explaining rules of games to others. (Sometimes)
70. Communicates clearly. (Never)
78. Has trouble getting information when needed. (Often)
81. Responds appropriately when asked a question. (Sometimes)
90. Is unclear when presenting ideas. (Often)
101. Starts conversations. (Sometimes)
105. Is effective when presenting information to a group. (Never)
133. Tracks down information when needed. (Never)
142. Is able to describe feelings accurately. (Sometimes)
158. Is clear when telling about personal experiences. (Sometimes)

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Leadership
17. Is a "self-starter." (Never)
29. Is usually chosen as a leader. (Never)
57. Is good at getting people to work together. (Never)
67. Works well under pressure. (Never)
132. Gives good suggestions for solving problems. (Sometimes)
136. Makes decisions easily. (Sometimes)
148. Is highly motivated to succeed. (Never)
171. Prefers to be a leader. (Never)

Social Skills
2. Makes positive comments about others. (Never)
13. Says, "please" and "thank you." (Never)
51. Shows interest in others' ideas. (Never)
73. Compliments others. (Never)
91. Makes others feel welcome. (Never)
106. Tries to help others be their best. (Sometimes)

E
128. Accepts people who are different from his or her self. (Never)
131. Offers help to other adolescents. (Sometimes)
147. Encourages others to do their best. (Sometimes)
170. Congratulates others when good things happen to them. (Never)
PL
ITEMS BY SCALE - CONTENT SCALES
M
Anger Control
26. Loses control when angry. (Never)
37. Throws or breaks things when angry. (Almost always)
41. Changes moods quickly. (Never)
SA

63. Gets angry easily. (Never)

66. Threatens to hurt others. (Almost always)
115. Argues when denied own way. (Never)
130. Has poor self-control. (Almost always)
140. Is irritable. (Never)

Bullying
28. Teases others. (Almost always)
55. Manipulates others. (Almost always)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)
85. Deceives others. (Often)
93. Is cruel to others. (Often)
100. Picks on others who are different from his or her self. (Never)
138. Hurts others on purpose. (Never)
146. Gets back at others. (Never)
160. Puts others down. (Never)
167. Tells lies about others. (Sometimes)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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Developmental Social Disorders

30. Engages in repetitive movements. (Never)
33. Isolates self from others. (Sometimes)
38. Avoids eye contact. (Sometimes)
51. Shows interest in others' ideas. (Never)
70. Communicates clearly. (Never)
81. Responds appropriately when asked a question. (Sometimes)
97. Confuses real with make-believe. (Never)
108. Acts strangely. (Never)
113. Has trouble making new friends. (Sometimes)
124. Adjusts well to changes in routine. (Never)
129. Adjusts well to changes in family plans. (Almost always)
142. Is able to describe feelings accurately. (Sometimes)
144. Prefers to play alone. (Never)
145. Babbles to self. (Almost always)
150. Seems unaware of others. (Never)
156. Adjusts well to changes in plans. (Sometimes)

E
158. Is clear when telling about personal experiences. (Sometimes)
159. Shows basic emotions clearly. (Often)

Emotional Self Control

3. Is easily upset. (Never)
20. Is fearful. (Never)
32. Is easily stressed. (Never)
PL
41. Changes moods quickly. (Never)
44. Is overly emotional. (Sometimes)
48. Overreacts to stressful situations. (Sometimes)
M
53. Acts out of control. (Often)
54. Handles winning and losing well. (Never)
89. Cries easily. (Never)
130. Has poor self-control. (Almost always)
SA

140. Is irritable. (Never)

141. Appears tense. (Never)

Executive Functioning
1. Pays attention. (Often)
9. Is organized. (Often)
10. Acts without thinking. (Almost always)
14. Cannot wait to take turn. (Almost always)
15. Plans well. (Often)
27. Has a short attention span. (Sometimes)
36. Sets realistic goals. (Never)
53. Acts out of control. (Often)
54. Handles winning and losing well. (Never)
64. Takes a step-by-step approach to work. (Often)
72. Recovers quickly after a setback. (Never)
75. Breaks large problems into smaller steps. (Often)
87. Is easily distracted. (Sometimes)
107. Interrupts parents when they are talking on the phone. (Sometimes)
112. Plans ahead. (Often)
115. Argues when denied own way. (Never)
123. Has trouble concentrating. (Never)
130. Has poor self-control. (Almost always)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
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133. Tracks down information when needed. (Never)

136. Makes decisions easily. (Sometimes)
168. Evaluates own ideas. (Almost always)
173. Finds ways to solve problems. (Almost always)

Negative Emotionality
3. Is easily upset. (Never)
16. Finds fault with everything. (Never)
35. Says, "I hate myself." (Never)
50. Says, "I want to die" or "I wish I were dead." (Never)
74. Reacts negatively. (Sometimes)
76. Uses foul language. (Often)
102. Is negative about things. (Never)
115. Argues when denied own way. (Never)
140. Is irritable. (Never)

Resiliency

E
17. Is a "self-starter." (Never)
54. Handles winning and losing well. (Never)
57. Is good at getting people to work together. (Never)
67. Works well under pressure. (Never)
72. Recovers quickly after a setback. (Never)
109. Has good coping skills. (Often)
124. Adjusts well to changes in routine. (Never)
PL
126. Overcomes problems. (Never)
132. Gives good suggestions for solving problems. (Sometimes)
133. Tracks down information when needed. (Never)
M
156. Adjusts well to changes in plans. (Sometimes)
161. Is resilient. (Often)
173. Finds ways to solve problems. (Almost always)
SA

ITEMS BY SCALE - CLINICAL INDEXES

ADHD Probability
43. Listens to directions. (Often)
67. Works well under pressure. (Never)
79. Listens carefully. (Sometimes)
87. Is easily distracted. (Sometimes)
123. Has trouble concentrating. (Never)
124. Adjusts well to changes in routine. (Never)
136. Makes decisions easily. (Sometimes)
143. Organizes chores or other tasks well. (Sometimes)
172. Interrupts others when they are speaking. (Often)

Autism Probability
25. Seems odd. (Never)
30. Engages in repetitive movements. (Never)
38. Avoids eye contact. (Sometimes)
46. Is shy with other adolescents. (Sometimes)
51. Shows interest in others' ideas. (Never)

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57. Is good at getting people to work together. (Never)

70. Communicates clearly. (Never)
73. Compliments others. (Never)
81. Responds appropriately when asked a question. (Sometimes)
101. Starts conversations. (Sometimes)
108. Acts strangely. (Never)
113. Has trouble making new friends. (Sometimes)
124. Adjusts well to changes in routine. (Never)
131. Offers help to other adolescents. (Sometimes)
144. Prefers to play alone. (Never)
145. Babbles to self. (Almost always)
165. Makes friends easily. (Sometimes)
171. Prefers to be a leader. (Never)

EBD Probability
2. Makes positive comments about others. (Never)
5. Gets into trouble. (Almost always)

E
13. Says, "please" and "thank you." (Never)
15. Plans well. (Often)
26. Loses control when angry. (Never)
37. Throws or breaks things when angry. (Almost always)
PL
41. Changes moods quickly. (Never)
44. Is overly emotional. (Sometimes)
53. Acts out of control. (Often)
63. Gets angry easily. (Never)
66. Threatens to hurt others. (Almost always)
69. Bullies others. (Almost always)
M
85. Deceives others. (Often)
102. Is negative about things. (Never)
115. Argues when denied own way. (Never)
122. Lies to get out of trouble. (Sometimes)
SA

128. Accepts people who are different from his or her self. (Never)
130. Has poor self-control. (Almost always)
164. Is overly aggressive. (Often)
170. Congratulates others when good things happen to them. (Never)

Functional Impairment
1. Pays attention. (Often)
3. Is easily upset. (Never)
4. Worries. (Never)
5. Gets into trouble. (Almost always)
10. Acts without thinking. (Almost always)
21. Makes healthy food choices. (Sometimes)
27. Has a short attention span. (Sometimes)
32. Is easily stressed. (Never)
34. Accurately takes down messages. (Sometimes)
36. Sets realistic goals. (Never)
39. Seems out of touch with reality. (Never)
41. Changes moods quickly. (Never)
42. Complains about health. (Sometimes)
46. Is shy with other adolescents. (Sometimes)
60. Needs to be reminded to brush teeth. (Sometimes)
62. Has difficulty explaining rules of games to others. (Sometimes)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
02/17/2021, Page 34 Child Sample

70. Communicates clearly. (Never)

74. Reacts negatively. (Sometimes)
78. Has trouble getting information when needed. (Often)
80. Is able to keep to a schedule. (Never)
83. Quickly joins group activities. (Often)
85. Deceives others. (Often)
89. Cries easily. (Never)
90. Is unclear when presenting ideas. (Often)
94. Seems lonely. (Sometimes)
105. Is effective when presenting information to a group. (Never)
113. Has trouble making new friends. (Sometimes)
116. Says things that make no sense. (Never)
127. Avoids other adolescents. (Never)
130. Has poor self-control. (Almost always)
131. Offers help to other adolescents. (Sometimes)
133. Tracks down information when needed. (Never)
135. Worries about things that cannot be changed. (Never)
136. Makes decisions easily. (Sometimes)

E
142. Is able to describe feelings accurately. (Sometimes)
143. Organizes chores or other tasks well. (Sometimes)
151. Acts in a safe manner. (Never) PL
158. Is clear when telling about personal experiences. (Sometimes)
163. Says, "I get nervous during tests" or "Tests make me nervous." (Never)
165. Makes friends easily. (Sometimes)
170. Congratulates others when good things happen to them. (Never)
M
ITEMS BY SCALE - EXECUTIVE FUNCTIONING INDEX
SA

Problem Solving Index

15. Plans well. (Often)
36. Sets realistic goals. (Never)
64. Takes a step-by-step approach to work. (Often)
75. Breaks large problems into smaller steps. (Often)
112. Plans ahead. (Often)
133. Tracks down information when needed. (Never)
136. Makes decisions easily. (Sometimes)
168. Evaluates own ideas. (Almost always)
173. Finds ways to solve problems. (Almost always)

Attentional Control Index

1. Pays attention. (Often)
9. Is organized. (Often)
27. Has a short attention span. (Sometimes)
43. Listens to directions. (Often)
79. Listens carefully. (Sometimes)
87. Is easily distracted. (Sometimes)
95. Misses deadlines. (Sometimes)
119. Pays attention when being spoken to. (Never)
123. Has trouble concentrating. (Never)

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
02/17/2021, Page 35 Child Sample

Behavioral Control Index

10. Acts without thinking. (Almost always)
14. Cannot wait to take turn. (Almost always)
53. Acts out of control. (Often)
107. Interrupts parents when they are talking on the phone. (Sometimes)
115. Argues when denied own way. (Never)
130. Has poor self-control. (Almost always)
172. Interrupts others when they are speaking. (Often)

Emotional Control Index

44. Is overly emotional. (Sometimes)
48. Overreacts to stressful situations. (Sometimes)
54. Handles winning and losing well. (Never)
63. Gets angry easily. (Never)

Overall Executive Functioning Index

1. Pays attention. (Often)

E
9. Is organized. (Often)
10. Acts without thinking. (Almost always)
14. Cannot wait to take turn. (Almost always) PL
15. Plans well. (Often)
27. Has a short attention span. (Sometimes)
36. Sets realistic goals. (Never)
43. Listens to directions. (Often)
44. Is overly emotional. (Sometimes)
48. Overreacts to stressful situations. (Sometimes)
53. Acts out of control. (Often)
M
54. Handles winning and losing well. (Never)
63. Gets angry easily. (Never)
64. Takes a step-by-step approach to work. (Often)
75. Breaks large problems into smaller steps. (Often)
SA

79. Listens carefully. (Sometimes)

87. Is easily distracted. (Sometimes)
95. Misses deadlines. (Sometimes)
107. Interrupts parents when they are talking on the phone. (Sometimes)
112. Plans ahead. (Often)
115. Argues when denied own way. (Never)
119. Pays attention when being spoken to. (Never)
123. Has trouble concentrating. (Never)
130. Has poor self-control. (Almost always)
133. Tracks down information when needed. (Never)
136. Makes decisions easily. (Sometimes)
168. Evaluates own ideas. (Almost always)
172. Interrupts others when they are speaking. (Often)
173. Finds ways to solve problems. (Almost always)

The Behavior Assessment System for Children, Third Edition (BASC-3) is an integrated system designed to
facilitate the differential diagnosis and classification of a variety of emotional and behavioral disorders of children
and to aid in the design of treatment plans. This computer-generated report should not be the sole basis for
making important diagnostic or treatment decisions.

End of Report

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BASC™-3 Parent Rating Scales - Adolescent Interpretive Summary Report
02/17/2021, Page 36 Child Sample

ITEM RESPONSES
1: 3 2: 1 3: 1 4: 1 5: 4 6: 2 7: 1 8: 1 9: 3 10: 4
11: 1 12: 2 13: 1 14: 4 15: 3 16: 1 17: 1 18: 2 19: 1 20: 1
21: 2 22: 3 23: 3 24: 2 25: 1 26: 1 27: 2 28: 4 29: 1 30: 1
31: 2 32: 1 33: 2 34: 2 35: 1 36: 1 37: 4 38: 2 39: 1 40: 4
41: 1 42: 2 43: 3 44: 2 45: 4 46: 2 47: 2 48: 2 49: 1 50: 1
51: 1 52: 4 53: 3 54: 1 55: 4 56: 3 57: 1 58: 2 59: 1 60: 2
61: 4 62: 2 63: 1 64: 3 65: 1 66: 4 67: 1 68: 4 69: 4 70: 1
71: 2 72: 1 73: 1 74: 2 75: 3 76: 3 77: 1 78: 3 79: 2 80: 1
81: 2 82: 1 83: 3 84: 1 85: 3 86: 1 87: 2 88: 2 89: 1 90: 3
91: 1 92: 1 93: 3 94: 2 95: 2 96: 1 97: 1 98: 4 99: 2 100: 1
101: 2 102: 1 103: 3 104: 1 105: 1 106: 2 107: 2 108: 1 109: 3 110: 2

E
111: 2 112: 3 113: 2 114: 4 115: 1 116: 1 117: 1 118: 3 119: 1 120: 1
121: 4 122: 2 123: 1 124: 1 125: 3 126: 1 127: 1 128: 1 129: 4 130: 4
131: 2 132: 2 133: 1 134: 2 PL 135: 1 136: 2 137: 4 138: 1 139: 1 140: 1
141: 1 142: 2 143: 2 144: 1 145: 4 146: 1 147: 2 148: 1 149: 1 150: 1
151: 1 152: 1 153: 2 154: 1 155: 2 156: 2 157: 4 158: 2 159: 3 160: 1
161: 3 162: 4 163: 1 164: 3 165: 2 166: 2 167: 2 168: 4 169: 1 170: 1
171: 1 172: 3 173: 4
M
SA

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