Sample Psychology Paper on Behavioral and Emotional Screening Tool

Behavioral and Emotional Screening Tool

BASC 2 primarily targets children between age 3 and 18 years. The set of assessments is non-time-consuming only requiring 5 minutes for its completion. Its modus operandi revolves around a series of comparisons between pre-designated and retrieved co-information mainly drawn from parents, teachers, and student self-analysis. Conoley notes that instructions in BASC 2 are quite liberal, offering both audio and written instruction for the users. It also offers diversity based on racial, socio-economic, and geographical distribution (Conoley, Impara, & Murphy, 1995) (Conoley, Impara, & Murphy, 1995). Results inherent of the BASC have been previously used to determine and prove the correlation between parent-teacher association and the emotional functionality in the scholar.

Offers high correlational and prediction of occurrence of emotional quagmires and attention deficit disorders


Its applications do not have a backup theoretical framework. A theoretical framework forms a reference basis for carrying out in-depth research on a topic of interest.

Additionally, it lacks timeliness and necessity in addressing psycho-social quagmires due to its lack of research piloting (Impara, Plake, & Murphy, 1998). Its validity and reliability in the assessment of learner internalizing symptoms, therefore, comes to disrepute.

Unlike ASEBA, BASC 2 does not qualify as a diagnostic tool. Instead, it is used to determine the risk status of children and adolescents to the pitfalls of behavioral and emotional needs (Conoley, Impara, & Murphy, 1995). Therefore follow-up is required in case BASC 2 is utilized as it cannot be used as an independent assessment tool.

Achenbach System of Empirically Based Assessment

The assessment tool comes in two versions, one for children aged between 18 months to 5 years while the other aged 6 to age 18. As such it offers a multi-dimensional rating system, accommodating all levels of character development and or modification. Unlike previous models, the current model is choreographed to accommodate up to an including one-year-olds as the school attending age has lessened in recent times. Additionally, it postulates that the learning process begins way before the child begins attending school. The ASEBA model demands concerted effort from the parent, learner, and the teacher or caregiver, each of who has to complete a checklist (Hobfall, Johnson, DeLambo, Harris, & Kraft, 2009). Each of the checklists to be completed above has unique features. For instance, that for the preschoolers consists of 100 items while that for teenagers has 113 items. Colony indicates that responses to the checklist are designated as competence, syndrome, and or DSM-oriented parameters (Conoley, Impara, & Murphy, 1995) (Conoley, Impara, & Murphy, 1995) (Conoley, Impara, & Murphy, 1995). These parameters also seek to ascertain the child’s history at birth, their health condition, and medical history. Impara further notes that such information drawn from the schooler’s historical background informs educational diagnostics especially in learners with delayed development resultant of developmental pathologies (Impara, Plake, & Murphy, 1998). Additionally, the checklist has standardized thresholds that have to be met at certain levels of development. For instance, a child should be able to complete certain phrases at a certain age.


Scoring system and cross information comparisons are prone to clerical errors of omission and or commission. Additionally, its scoring system for scales targeting young children aged below 3 years is ubiquitous.

Manual has information that caters to youths that may not be within the pre-supposed range but exhibit flagged behavior.


Scoring parameters for the ASEBO are more refined hence improving assessment accuracy for practitioners. Practically the borderline disorder range was greatly increased to eliminate misdiagnosis thus bolstering the competence scale and confidence levels f the assessment.

ASEBA is integrated with the language development Survey which targets children with delayed and or retarded language (Hobfall , Johnson, DeLambo, Harris, & Kraft, 2009) (Hobfall , Johnson, DeLambo, Harris, & Kraft, 2009).

The tool has high discrimination power between referred and non-referred patients.

Based on the discourse above, I would highly recommend the use of ASEBA as opposed to BASC 2due to its comprehensive analysis and minimal internal weaknesses. As discussed above its major weakness is linked to human weakness compared to BASC that could be challenged due to systemic inadequacies.


Conoley, J. E., Impara, J. C., & Murphy, L. L. (1995). The twelfth mental measurements yearbook. Washington: Buros institute of mental measurements.

Impara, J. C., Plake, B. S., & Murphy, L. L. (1998). The thirteenth mental measurements yearbook. Lincoln, Nebraska: Buros institute of mental measurement.

Hobfall , S., Johnson, D., DeLambo, K., Harris, H., & Kraft, C. (2009). Treatment of             Traumatic stress for seriously impaired individuals (Vol. 79). New Research in Mental            Health