Clinical Assessment of Child and Adolescent Personality and ...

150 chapter 7 Parent and Teacher Rating ScalesTable 7.3 BASC-2-PRS Scale Definitions and Key Symptoms as Indicated by Items with theHighest Factor Loadings Per ScaleActivities of Daily LivingAdaptabilityAggressionAnxietyAttention ProblemsAtypicalityConduct ProblemsDepressionFunctional CommunicationHyperactivityLeadershipSocial SkillsSomatizationWithdrawalSkills associated with performing everyday tasks; “Acts in a safe manner”,“Sets realistic goals”, “Attends to issues of personal safety”Ability to adapt to changes in the environment; “Adjusts easily to newsurroundings”, “Adjusts well to changes in family plans”, “Recoversquickly after a setback”Tendency to act in hostile or threatening manner; “Is cruel to others”,“Loses temper too easily”, “Annoys others on purpose”Tendency to be nervous, fearful, or worried; “Worries about makingmistakes”, “Worries about what other children think”, “Is nervous”Tendency to be easily distracted or have difficulty concentrating;“Has a short attention span” “Listens carefully” (reverse scored); “Iseasily distracted”Tendency to behave in odd manner; “Acts strangely.” “Says thingsthat make no sense”, “Seems out of touch with reality”Tendency to engage in antisocial and rule-breaking behavior; “Breaksthe rules”; “Deceives others”; “Gets into trouble”Feelings of unhappiness, sadness, or stress; “Is negative about things”,“Says ‘I don’t have any friends’”, “Seems lonely”Ability to communicate ideas and express oneself clearly; “Communicatesclearly”, “Responds appropriately when asked a question”,“Accurately takes down messages”Tendency to be overly active and act without thinking; “Acts out ofcontrol”, “Interrupts others when they are speaking”, “Disrupts otherchildren’s activities”Possessing skills needed to accomplish goals, ability to work with others;“Gives good suggestions for solving problems”, “Is creative”, “Isa ‘self-starter’”Having the skills necessary to interact successfully with peers andadults; “Encourages others to do their best”, “Offers to help otherchildren”, Congratulates others when good things happen to them”Tendency to be sensitive to, and complain about, minor physical ailments;“Complains about health”; “Gets sick”; “Complains of beingsick when nothing is wrong”Tendency to avoid others; “Makes friends easily” (reverse scored),“Avoids other children”, “Quickly joins group activities” (reversescored)Note: Adapted from Tables 7.7 and 10.3 of the BASC-2 manual (Reynolds & Kamphaus, 2004).The clinicalnorms may be especially important when assessing a child in a residential setting to be able to compare him orher to others with relatively severe difficulties. That is, it may be understood that a child is functioning poorlycompared to most other children his/her age (i.e., elevations on general norms), but it may be informative toconsider how the child functions (e.g., “How severe are his conduct problems?”) in comparison to other childrenwith emotional and behavioral difficulties for treatment planning purposes.