A factor analytic investigation of the BASC-2 Behavioral and Emotional Screening System Parent Form: Psychometric properties, practical implications, and future directions

The Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Parent Form (BESS Parent; Kamphaus & Reynolds, 2007) is a recently developed instrument designed to identify behavioral and emotional risk in students. To describe the underlying factor...

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Bibliographic Details
Published in:Journal of school psychology 2011-06, Vol.49 (3), p.265-280
Main Authors: Dowdy, Erin, Chin, Jenna K., Twyford, Jennifer M., Dever, Bridget V.
Format: Article
Language:English
Subjects:
Adolescent
Adolescent Behavior
BASC-2 Behavioral Emotional Screening System
Behavior Assessment System for Children
Behavior Problems
Behavior rating scale
Child
Child Behavior
Child Behavior Disorders - diagnosis
Child, Preschool
Emotional Disturbances
Emotions
Factor Analysis
Factor Analysis, Statistical
Factor Structure
Female
Humans
Identification
Internalization
Male
Measures (Individuals)
Models, Psychological
Parent report
Parents
Psychometric properties
Psychometrics
Reliability
Risk
School Psychologists
Scores
Screening
Surveys and Questionnaires
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Summary:The Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Parent Form (BESS Parent; Kamphaus & Reynolds, 2007) is a recently developed instrument designed to identify behavioral and emotional risk in students. To describe the underlying factor structure for this instrument, exploratory (EFA) and confirmatory factor analyses (CFA) were conducted utilizing two subsets of a large, nationally-representative sample. The results of the EFA suggested that the BESS Parent contained a four-factor latent structure (i.e., Externalizing, Internalizing, Adaptive Skills, and Inattention), which was supported by CFA. Results support further investigation into utilizing four subscales in addition to an overall risk score; distributional and reliability information for the BESS Parent subscales is provided. Practical implications for school psychologists interested in early identification and directions for future research are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2011.03.005