The Behavior Assessment System for Children-Teacher Rating Scales (BASC-TRS): Do we need to develop separate norms for Hispanic students?

摘要

The Behavior Assessment System for Children-Teacher Rating Scale (BASC-TRS) is a behavior rating scale that is widely used to assess behavior disorders among children. Its validity with culturally diverse students is unknown. This study investigated the need for Hispanic norms on the BASC-TRS. A total of 123 school teachers completed BASC-TRS on a sample of 290 randomly selected Hispanic and Non-Hispanic White (NHW) elementary students.; At the first stage of analysis, no differences were found between the Hispanic and non-Hispanic White children in this study's sample, however, gender and age within sample differences were revealed. Boys received higher ratings compared to girls on a number of the maladaptive scales and girls received more favorable ratings on the adaptive scales. Younger children received more favorable ratings compared to older children on the adaptive scales and older children received higher scores on the school problems scales and the Atypicality subscale.; At the second and third stage of analyses, when compared to the BASC standardization sample, both Hispanic and non-Hispanic White children received higher mean ratings on the internalizing problems scales and lower mean ratings on the adaptive scales. Hispanic children also received higher mean ratings on the Conduct Problems and school problems scales.; Further analyses revealed that when compared to the BASC sample, significantly more Hispanic and non-Hispanic White children fell into the "at risk" and/or "clinical" range on the Internalizing Problems and Adaptive Skills Composite. Significantly, more Hispanic children also fell into the "clinical" range on the School Problems Composite. Proportional differences were also found at a gender and age level of analysis.