BASC-3 Flex Monitor
Developmental Social Disorders

Descriptive Information

Please provide a description of your tool:

The BASC-3 Flex Monitor was developed to provide an efficient alternative for monitoring the status of behavioral and emotional functioning; it is an efficacious online tool (also offering paper form options) that can be used to measure the effectiveness of intervention programs at a group or individual level. The BASC-3 Flex Monitor includes teacher, parent and self-report forms that are to be used in conjunction with Q-Global, a secure online system for administering, scoring, and reporting test results. The BASC-3 Flex Monitor offers standard forms to measure each of the following behavioral/emotional domains: Inattention/Hyperactivity, Internalizing Problems, Disruptive Behaviors, Developmental Social Disorders, and School Problems. In addition, custom forms can be developed form an item bank of more than 700 items across teacher, parents, and student forms. For each custom form, a standard total score (in T score units) is provided that is based on a nationally representative normative sample. When developing a form, a reliability coefficient can also be generated based on the same normative sample, providing an indication of the quality of the form being developed prior to its use in monitoring behavioral and emotional functioning. Spanish-language versions are available for all parents and student forms. The Developmental Social Disorders form measures a variety of behaviors associated with social functioning and social skills, including making eye contact, sharing, interacting with others, transitioning, showing emotions, and adjustment.

Is your tool designed to measure progress towards an end-of-year goal (e.g., oral reading fluency) or progress towards a short-term skill (e.g., letter naming fluency)?

End-year goal
Short-term skill

The tool is intended for use with the following grade(s).

Preschool / Pre - kindergarten
Kindergarten
First grade
Second grade
Third grade
Fourth grade
Fifth grade
Sixth grade
Seventh grade
Eighth grade
Ninth grade
Tenth grade
Eleventh grade
Twelfth grade

The tool is intended for use with the following age(s).

0-4 years old
5 years old
6 years old
7 years old
8 years old
9 years old
10 years old
11 years old
12 years old
13 years old
14 years old
15 years old
16 years old
17 years old
18 years old

The tool is intended for use with the following student populations.

Students in general education
Students with disabilities
English language learners

ACADEMIC ONLY: What dimensions does the tool assess?

Reading

Global Indicator of Reading Competence
Listening Comprehension
Vocabulary
Phonemic Awareness
Decoding
Passage Reading
Word Identification
Comprehension

Spelling & Written Expression

Global Indicator of Spelling Competence
Global Indicator of Writting Expression Competence

Mathematics

Global Indicator of Mathematics Comprehension
Early Numeracy
Mathematics Concepts
Mathematics Computation
Mathematics Application
Fractions
Algebra

Other

Please describe specific domain, skills or subtests:

BEHAVIOR ONLY: Please identify which broad domain(s)/construct(s) are measured by your tool and define each sub-domain or sub-construct.

Developmental Social Disorders: measures a variety of behaviors associated with social functioning and social skills, including making eye contact, sharing, interacting with others, transitioning, showing emotions, and adjustment.

BEHAVIOR ONLY: Which category of behaviors does your tool target?

Externalizing

Acquisition and Cost Information

Administration

BEHAVIOR ONLY: What type of administrator is your tool designed for?

General education teacher
Special education teacher
Parent
Child
External observer
Other

If other, please specify:

Psychologists and pediatricians

BEHAVIOR ONLY: What is the administration format?

Direct observation
Rating scale
Checklist
Performance measure
Other

If other, please specify:

BEHAVIOR ONLY: What is the administration setting?

General education classroom
Special education classroom
School office
Recess
Lunchroom
Home
Other

If other, please specify:

Does the program require technology?

Yes

If yes, what technology is required to implement your program? (Select all that apply)

Computer or tablet
Internet connection
Other technology (please specify)

What is the administration context?

Individual

Small group   If small group, n=

Large group   If large group, n=

Computer-administered
Other

If other, please specify:

ACADEMIC ONLY: What are the discontinue rules?

No discontinue rules provided
Basals
Ceilings
Other

If other, please specify:

Training & Scoring

Training

Is training for the administrator required?

Yes

Describe the time required for administrator training, if applicable:

Less than one hour of training.

Please describe the minimum qualifications an administrator must possess.

Those interpreting the BASC-3 Flex Monitor scores should be a B qualified professional who has completed formal coursework in the administration and interpretation of psychological tests and measurements and should understand the basic psychometrics that underlie the test use and development. It is also recommended that these individuals have coursework in areas related to the emotional and behavioral development of children. Finally, these individuals should be familiar with the principles presented in the Standards for Education and Psychological Testing (American Education Research Association, American Psychological Association, & National Council on Measurement in Education, 2014), or the more recent updates, and should endorse standards for the ethical use of education and psychological tests. A complete review of the manual should be completed prior to using the BASC-3 Flex Monitor components. Information about qualification level B that is needed to purchase materials can be found at: https://www.pearsonclinical.com/education/qualifications.html

No minimum qualifications

Are training manuals and materials available?

Yes

Are training manuals/materials field-tested?

No

Are training manuals/materials included in cost of tools?

Yes

If No, please describe training costs:

Can users obtain ongoing professional and technical support?

Yes

If Yes, please describe how users can obtain support:

Online/phone through customer and technical support team.

Scoring

BEHAVIOR ONLY: What types of scores result from the administration of the assessment?

Score

Observation	Behavior Rating
Frequency Duration Interval Latency	Raw score

Conversion

Observation	Behavior Rating
Rate Percent	Standard score Subscale/ Subtest Composite Stanine Percentile ranks Normal curve equivalents IRT based scores

Interpretation

Observation	Behavior Rating
Error analysis Peer comparison Rate of change	Dev. benchmarks Age-Grade equivalent

How are scores calculated?

Manually (by hand)
Automatically (computer-scored)
Other

If other, please specify:

What is the basis for calculating performance level and percentile scores?

Age norms
Grade norms
Classwide norms
Schoolwide norms
Stanines
Normal curve equivalents

What types of performance level scores are available?

Raw score
Standard score
Percentile score
Grade equivalents
IRT-based score
Age equivalents
Stanines
Normal curve equivalents
Developmental benchmarks
Developmental cut points
Equated
Probability
Lexile score
Error analysis
Composite scores
Subscale/subtest scores
Other

If other, please specify:

Please describe the scoring structure. Provide relevant details such as the scoring format, the number of items overall, the number of items per subscale, what the cluster/composite score comprises, and how raw scores are calculated.

There are 13 to 15 items across the preschool, child, and adolescent levels of the teacher and parent forms (Teacher: Preschool [14], Child [15], and Adolescent [15]; Parent: Preschool [14], Child [13], and Adolescent [13]). Items are scored from 0 to 3 points, and scores are summed to form an overall raw score, which is then converted to a standardized T score. The T scores are based on nationally representative, age-based standardization samples (ages 2-3, 4-5, 6-7, 8-11, 12-14, and 15-18, with sample sizes ranging from 200-300 with an equal representation of male and females in each sample).

Do you provide basis for calculating slope (e.g., amount of improvement per unit in time)?

Yes

ACADEMIC ONLY: Do you provide benchmarks for the slopes?

ACADEMIC ONLY: Do you provide percentile ranks for the slopes?

What is the basis for calculating slope and percentile scores?

Age norms
Grade norms
Classwide norms
Schoolwide norms
Stanines
Normal curve equivalents

Describe the tool’s approach to progress monitoring, behavior samples, test format, and/or scoring practices, including steps taken to ensure that it is appropriate for use with culturally and linguistically diverse populations and students with disabilities.

Levels of Performance and Usability

What is the basis for specifying levels of performance?

Norm-referenced
Criterion-referenced
Other

If other, please specify:

False

National representation (check all that apply):

Northeast:

New England

Middle Atlantic

Midwest:

East North Central

West North Central

South:

South Atlantic

East South Central

West South Central

West:

Mountain

Pacific

Local representation (please describe, including number of states)

Date

April 2013 through November 2014

Size

4400

Gender (Percent)

Male

50

Female

50

Unknown

SES indicators (Percent)

Eligible for free or reduced-price lunch

Other SES Indicators

Parent education level (i.e., the highest school grade completed by the child’s mother or female guardian, or the child’s father if the mother’s education level was unavailable): grade 11 or less (1), high school graduate (2), 1 to 3 years of college or technical school (3), and 4 years of college or more (4)

Race/Ethnicity (Percent)

White, Non-Hispanic

49.3–55.7

Black, Non-Hispanic

12.7–14.3

Hispanic

22.0–26.5

American Indian/Alaska Native

Asian/Pacific Islander

3.3–5.0

Other

4.3–6.3

Unknown

Disability classification (Please describe)

First language (Please describe)

Language proficiency status (Please describe)

Reliability

Age / Grade Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

*Offer a justification for each type of reliability reported, given the type and purpose of the tool.

Internal Consistency and Standard Error of Measurement - Internal consistency (represented by the statistic coefficient alpha) suggests whether items in a scale largely reflect the same underlying dimension. Such information is important for establishing the items included in the overall score are indicative of an overall construct. Test-Retest Reliability - Test-retest reliability reflects the consistency of ratings from the same teacher, parent, or student over a brief time interval. This metric is important use in measures used repeatedly.

*Describe the sample(s), including size and characteristics, for each reliability analysis conducted.

Internal Consistency and Standard Error of Measurement - Samples included 1700 participants for the teacher forms and 1800 for the parent forms. Overall, these samples indicate a close correspondence between the BASC-3 Flex Monitor standardization sample and 2013 census proportions across most of the forms and age bands. Test-Retest Reliability - Sample sizes ranged from 69 participants (parent form, child level) to 126 participants (parent form, adolescent level) for the test-retest studies. The samples include a variety of demographic groups across various socioeconomic status (SES), race/ethnicity, and geographic, region, as well as reasonable split between the number of males and females. For Teachers, Age Range 2 - 18 (Coefficient Alpha): Ages 2–3 African American 13.5 Asian 3.5 Hispanic 26.5 Other 6.0 White 50.5 Ages 4–5 African American 13.7 Asian 4.3 Hispanic 26.3 Other 6.3 White 49.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 For Parents, Age Range 2-18 (Coefficient Alpha): Ages 2–3 African American 13.7 Asian 3.3 Hispanic 25.7 Other 6.0 White 51.3 Ages 4–5 African American 13.7 Asian 4.7 Hispanic 26.0 Other 6.0 White 49.7 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 24.7 Other 4.7 White 52.3 Ages 8–11 African American 13.3 Asian 4.7 Hispanic 24.0 Other 5.7 White 52.3 Ages 12–14 African American 14.3 Asian 4.7 Hispanic 22.7 Other 4.7 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.0 Other 4.3 White 55.7 For Teachers, Age Range 2-18 (Test-Retest): Ages 2–5 African American 6.9 Asian 6.9 Hispanic 11.1 Other 11.1 White 63.9 Ages 6–11 African American 4.9 Asian 3.7 Hispanic 30.9 Other 1.2 White 59.3 Ages 12–18 African American 13.7 Asian -- Hispanic 15.8 Other 2.1 White 68.4 For Parent, Age Range 2 - 18 (Test-Retest): Ages 2–5 African American 11.4 Asian -- Hispanic 7.1 Other 10.0 White 71.4 Ages 6–11 African American 5.8 Asian 2.9 Hispanic 24.6 Other 2.9 White 63.8 Ages 12–18 African American 5.6 Asian 0.8 Hispanic 17.5 Other 4.0 White 72.2

*Describe the analysis procedures for each reported type of reliability.

The standard coefficient alpha procedures were used. Values for test-retest correlations include both unadjusted and adjusted values (adjusted values for restriction of range, which can bias correlation coefficients in either positive [greater variability than a population estimate] or negative [smaller variability than a population estimate] direction).

*In the table(s) below, report the results of the reliability analyses described above (e.g., model-based evidence, internal consistency or inter-rater reliability coefficients). Include detail about the type of reliability data, statistic generated, and sample size and demographic information.

Results from other forms of reliability analysis not compatible with above table format:

*Only one teacher was asked to complete a Teacher Rating Scale for each child. Teachers, however, were allowed to participate in the study for more than one student. Thus, ns for raters are not provided for the teacher forms.

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Do you have reliability data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?

No

If yes, fill in data for each subgroup with disaggregated reliability data.

Results from other forms of reliability analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Validity

Age / Grade Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

*Describe each criterion measure used and explain why each measure is appropriate, given the type and purpose of the tool.

To support the constructs being measured by the BASC–3 Flex Monitor forms, a series of correlational analyses were performed between the Total Scores obtained on the BASC–3 Flex Monitor forms and the composite scale scores from the BASC–3 TRS, PRS, and SRP. These analyses were performed using the standardization sample used to develop the BASC–3 Flex Monitor norms. The results of the analyses provide evidence of concurrent and discriminant validity of the Flex Monitor Total Scores with a well-established measure of behavioral and emotional functioning.

*Describe the sample(s), including size and characteristics, for each validity analysis conducted.

The sample size included 4,400 children with 1,700 children in the sample for the Teacher Form, 18,00 in the sample for the Parent form and 900 in the sample for the Self-Report form. The samples consist of an equal number of male and female children in each age grouping. Overall, these samples indicate a close correspondence between the BASC-3 Flex Monitor standardization sample and the 2013 census proportions across most of the forms and age bands. When creating the general norms, attention was given to the presence of emotional, behavioral, or physical diagnoses or classifications reported for the child. For Teachers, Age Range 2 - 5 (Correlations): Ages 2–3 African American 13.5 Asian 3.5 Hispanic 26.5 Other 6.0 White 50.5 Ages 4–5 African American 13.7 Asian 4.3 Hispanic 26.3 Other 6.3 White 49.3 Ages 2–3 African American 13.5 Asian 3.5 Hispanic 26.5 Other 6.0 White 50.5 Ages 4–5 African American 13.7 Asian 4.3 Hispanic 26.3 Other 6.3 White 49.3 Ages 2–3 African American 13.5 Asian 3.5 Hispanic 26.5 Other 6.0 White 50.5 Ages 4–5 African American 13.7 Asian 4.3 Hispanic 26.3 Other 6.3 White 49.3 Ages 2–3 African American 13.5 Asian 3.5 Hispanic 26.5 Other 6.0 White 50.5 Ages 4–5 African American 13.7 Asian 4.3 Hispanic 26.3 Other 6.3 White 49.3 For Teachers, Age Range 6 - 11 (Correlations): Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 25.0 Other 5.3 White 51.3 Ages 8–11 African American 13.3 Asian 5.0 Hispanic 24.0 Other 5.3 White 52.3 For Teachers, Age Range 12-18 (Correlations): Ages 12–14 African American 13.7 Asian 4.7 Hispanic 23.0 Other 5.0 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.7 Other 4.3 White 55.0 Ages 12–14 African American 13.7 Asian 4.7 Hispanic 23.0 Other 5.0 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.7 Other 4.3 White 55.0 Ages 12–14 African American 13.7 Asian 4.7 Hispanic 23.0 Other 5.0 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.7 Other 4.3 White 55.0 Ages 12–14 African American 13.7 Asian 4.7 Hispanic 23.0 Other 5.0 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.7 Other 4.3 White 55.0 Ages 12–14 African American 13.7 Asian 4.7 Hispanic 23.0 Other 5.0 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.7 Other 4.3 White 55.0 For Parent, Age Range 2-5 (Correlations): Ages 2–3 African American 13.7 Asian 3.3 Hispanic 25.7 Other 6.0 White 51.3 Ages 4–5 African American 13.7 Asian 4.7 Hispanic 26.0 Other 6.0 White 49.7 Ages 2–3 African American 13.7 Asian 3.3 Hispanic 25.7 Other 6.0 White 51.3 Ages 4–5 African American 13.7 Asian 4.7 Hispanic 26.0 Other 6.0 White 49.7 Ages 2–3 African American 13.7 Asian 3.3 Hispanic 25.7 Other 6.0 White 51.3 Ages 4–5 African American 13.7 Asian 4.7 Hispanic 26.0 Other 6.0 White 49.7 Ages 2–3 African American 13.7 Asian 3.3 Hispanic 25.7 Other 6.0 White 51.3 Ages 4–5 African American 13.7 Asian 4.7 Hispanic 26.0 Other 6.0 White 49.7 For Parent, Age Range 6-11 (Correlations): Ages 6–7 African American 13.7 Asian 4.7 Hispanic 24.7 Other 4.7 White 52.3 Ages 8–11 African American 13.3 Asian 4.7 Hispanic 24.0 Other 5.7 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 24.7 Other 4.7 White 52.3 Ages 8–11 African American 13.3 Asian 4.7 Hispanic 24.0 Other 5.7 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 24.7 Other 4.7 White 52.3 Ages 8–11 African American 13.3 Asian 4.7 Hispanic 24.0 Other 5.7 White 52.3 Ages 6–7 African American 13.7 Asian 4.7 Hispanic 24.7 Other 4.7 White 52.3 Ages 8–11 African American 13.3 Asian 4.7 Hispanic 24.0 Other 5.7 White 52.3 For Parents, Age Range 12-18 (Correlations): Ages 12–14 African American 14.3 Asian 4.7 Hispanic 22.7 Other 4.7 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.0 Other 4.3 White 55.7 Ages 12–14 African American 14.3 Asian 4.7 Hispanic 22.7 Other 4.7 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.0 Other 4.3 White 55.7 Ages 12–14 African American 14.3 Asian 4.7 Hispanic 22.7 Other 4.7 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.0 Other 4.3 White 55.7 Ages 12–14 African American 14.3 Asian 4.7 Hispanic 22.7 Other 4.7 White 53.7 Ages 15–18 African American 13.7 Asian 4.3 Hispanic 22.0 Other 4.3 White 55.7

*Describe the analysis procedures for each reported type of validity.

Correlational analyses were performed to establish the relationship between Flex Monitor Total Scores and BASC-3 teacher/Parent/Self-Report Form Composite Scales.

*In the table below, report the results of the validity analyses described above (e.g., concurrent or predictive validity, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Results from other forms of validity analysis not compatible with above table format:

*Only one teacher was asked to complete a Teacher Rating Scale for each child. Teachers, however, were allowed to participate in the study for more than one student. Thus, ns for raters are not provided for the teacher forms.

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Describe the degree to which the provided data support the validity of the tool.

Across all of the forms and levels, BASC-3 Flex Monitor Total Scores correlated with BASC-3 composite scale scores in a predictable fashion. Correlations between the ADHD and Disruptive Behavior Total Scores with Externalizing Problems composite were consistently high. Scores from all BASC-3 Flex Monitor forms exhibited moderate to high correlations with scores from the Behavioral Symptoms Index, which is a global indicator of problems with behavioral/emotional functioning.

Do you have validity data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?

No

If yes, fill in data for each subgroup with disaggregated validity data.

Results from other forms of validity analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Bias Analysis

Have you conducted additional analyses related to the extent to which your tool is or is not biased against subgroups (e.g., race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)? Examples might include Differential Item Functioning (DIF) or invariance testing in multiple-group confirmatory factor models.

Yes

If yes,

a. Describe the method used to determine the presence or absence of bias:

During the development of the BASC-3 items, items were arranged into scales based on the standardization data and were then evaluated to see whether items functioned in the same way for females and males and for African-American, Hispanic, and white children. This was done using two Differential Item Functioning (DIF) methods; Rasch-based and Mantel-Haenszel. The Rasch based method is based on the work of Mellenbergh (1982); person ability is estimated first using all data and then person abilities are fixed at the values obtained before and item difficulty parameters for all groups are estimated separately and compared. If the difference between the estimates for the two groups is larger than .50 logits and t test is significant at the .01 level, the item is considered as being potentially biased (Draba, 1977). This method estimates DIF based on crosstabulation of the classification using the measure of the trait. Absolute DIF size larger than .64 logits indicates moderate to large bias, which correspondents to delta unit 1.5. Items were considered for removal when a consistent pattern emerged across forms and levels. Only a small number of items were removed based on these criteria.

b. Describe the subgroups for which bias analyses were conducted:

Females and males and African-American, Hispanic, and White children.

c. Describe the results of the bias analyses conducted, including data and interpretative statements. Include magnitude of effect (if available) if bias has been identified.

A small number of items were removed based on these criteria.

Sensitivity to Behavior Change

Age / Grade: Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

Describe evidence that the monitoring system produces data that are sensitive to detect incremental change (e.g., small behavior change in a short period of time such as every 20 days, or more frequently depending on the purpose of the construct). Evidence should be drawn from samples targeting the specific population that would benefit from intervention. Include in this example a hypothetical illustration (with narrative and/or graphics) of how these data could be used to monitor student performance frequently enough and with enough sensitivity to accurately assess change:

Items included on the BASC–3 TRS, PRS, and SRP standardization forms were based on items from the BASC–2 TRS, PRS, and SRP, as well as new items that were created based on behaviors reported by teachers, parents, and students (see Reynolds & Kamphaus, 2015 for a detailed discussion). The items reflect a comprehensive view of behavioral and emotional functioning across a wide domain corresponding to the BASC–3 scales. These items were used to form the initial pool of BASC–3 Flex Monitor items. Items were reviewed during several iterations for their appropriateness in monitoring change in behavioral and emotional functioning; items that were not considered appropriate for monitoring change were removed from the item pool. This process resulted in over 700 items remaining in the BASC–3 Flex Monitor item pool.

Reliability (Intensive Population): Reliability for Students in Need of Intensive Intervention

Age / Grade Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

Offer a justification for each type of reliability reported, given the type and purpose of the tool:

Describe the sample(s), including size and characteristics, for each reliability analysis conducted:

Describe the analysis procedures for each reported type of reliability:

In the table(s) below, report the results of the reliability analyses described above (e.g., model-based evidence, internal consistency or inter-rater reliability coefficients). Report results by age range or grade level (if relevant) and include detail about the type of reliability data, statistic generated, and sample size and demographic information.

Results from other forms of reliability analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Do you have reliability data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?

No

If yes, fill in data for each subgroup with disaggregated reliability data.

Type of	Subscale	Subgroup	Informant	Age / Grade	Test or Criterion	n (sample/ examinees)	n (raters)	Median Coefficient	95% Confidence Interval Lower Bound	95% Confidence Interval Upper Bound

Results from other forms of reliability analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Validity (Intensive Population): Validity for Students in Need of Intensive Intervention

Age / Grade Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

Describe each criterion measure used and explain why each measure is appropriate, given the type and purpose of the tool.

Describe the sample(s), including size and characteristics, for each validity analysis conducted.

Describe the analysis procedures for each reported type of validity.

In the table(s) below, report the results of the validity analyses described above (e.g., concurrent or predictive validity, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of	Subscale	Subgroup	Informant	Age / Grade	Test or Criterion	n (sample/ examinees)	n (raters)	Median Coefficient	95% Confidence Interval Lower Bound	95% Confidence Interval Upper Bound

Results from other forms of validity analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Describe the degree to which the provided data support the validity of the tool.

Do you have validity data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?

No

If yes, fill in data for each subgroup with disaggregated validity data.

Type of	Subscale	Subgroup	Informant	Age / Grade	Test or Criterion	n (sample/ examinees)	n (raters)	Median Coefficient	95% Confidence Interval Lower Bound	95% Confidence Interval Upper Bound

Results from other forms of validity analysis not compatible with above table format:

Manual cites other published reliability studies:

No

Provide citations for additional published studies.

Decision Rules: Data to Support Intervention Change

Age / Grade: Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

Are validated decision rules for when changes to the intervention need to be made specified in your manual or published materials?

Yes

If yes, specify the decision rules:

There are several ways to evaluate the scores provided on BASC-3 Flex Monitor Forms. First, T scores can be evaluated according to the classification categories. These categories can be helpful when the primary question of interest is how the individual's score compares to a representative population of the same age cohort. By itself, information might not meet the primary meed of most progress monitoring situations. A more traditional way of evaluating scores is to compare score changes across time. The BASC-3 Flex Monitor reports offer comparisons between a score and the score obtained during the initial form administrations, as well as comparisons between a score and the score that directly precedes it. When comparing scores, the standard error of the difference is used to test for statistically significant difference between scale scores (using the formula provided in Anastasi & Urbina, 1997, p. 111). In this statistical test, the standard error value that is used is based on the testretest reliability coefficients. Both methods of comparison are valuable when interpreting BASC–3 Flex Monitor results. Any formalized intervention strategy requires a commitment of time and resources from those involved in implementing it. The intervention should result in improved behavioral and emotional functioning (i.e., improved Total Scores on the monitoring form), as indicated by the change in T-score comparisons. However, intervention efforts should also result in functioning levels that are considered acceptable. For example, consider an intervention strategy designed to reduce disruptive behaviors. A child receives average ratings of 95 during a baseline preintervention period. After 6 weeks of 30-minute one-on-one sessions three times a week, the child’s monitoring form score is 75, for a 20-point difference. Undoubtedly, such a large difference would be statistically significant. However, a T score of 75 is still very extreme compared to the general population and lies in the Clinically Significant range. As such, serious consideration would need to be given to changing the intervention approach to something that might result in further reduction in behavioral problems.

What is the evidentiary basis for these decision rules?

Decision Rules: Data to Support Intervention Selection

Age / Grade: Informant	Age 2-18 Parent	Age 2-18 Teacher
Rating

Legend

Convincing evidence

Partially convincing evidence

Unconvincing evidence

Data unavailable

^dDisaggregated data available

Are validated decision rules for what intervention(s) to select specified in your manual or published materials?

No

If yes, specify the decision rules:

What is the evidentiary basis for these decision rules?