Remote Screening for Child Mental Health, Behavioral, and Emotional Risk Webinar (Register Now)
Presenters: Randy Kamphaus, PhD
The BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioral and emotional strengths and areas of need in PreK through adolescence.
This 90-minute webinar will serve to demonstrate the wide array of behaviors that represent both behavioral problems and strengths, and the convenience of the remote self-report forms. Participants will also learn how to use the results to choose data-based interventions and behavioral support practices for the individuals and groups of students screened.
Universal screening is critically important in identifying mental health, behavior, and emotional concerns. The BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioral and emotional strengths and areas of need in PreK through adolescence. Remote forms can be emailed to parents, teachers, or students to gather this information for groups of children.
The BASC-3 BESS allows you to:
- Assess a wide array of behaviors that represent both behavioral problems and strengths.
- Use forms that can be completed in approximately five minutes or less, without the need for specialized training
- Utilize Spanish-language versions of the parent and student self-report forms
- Use Total Score on the report to accurately predict a broad range of behavioral, emotional and academic issues
- Explore indexes that identify responses that may be overly negative or inconsistent
- Highlight issues with internalizing behaviors
- Choose data-based interventions and behavioral support practices for individuals and groups of students
Participants of this webinar will learn:
- Epidemiology of child psychopathology and subsyndromal mental health conditions and risk, including evidence of failure of qualitative referral for detecting child mental health problems or risk
- Basic principles of universal screening including assessment selection, permission and assent, timing of administration, qualifications and roles of screening team members, false negative and positive cases, choosing informants, and monitoring services
- Content validity, other validity, and reliability evidence of the BESS parent, teacher, and self-report English and Spanish forms
- How to use V, F, L, Pattern, and Consistency validity indexes to gauge the validity of each rater’s scores How to triage students by normal, elevated, and extremely elevated risk
- How to use the Behavioral and Emotional Skill Building Guide for social/emotional learning, prevention, and intervention
Randy W. Kamphaus, PhD, is professor and dean of the College of Education at the University of Oregon. He has received the Senior Scientist Award from the Division of School Psychology of the American Psychological Association (APA) and the Russell H. Yeany Jr. Research and Alumni Lifetime Achievement Awards from the College of Education at the University of Georgia, where he twice received college-wide teaching awards. Dr. Kamphaus is best known for his research on classification methods, differential diagnosis, test development, and learning disability and attention- deficit/ hyperactivity disorder (ADHD) assessment. Dr. Kamphaus, is coauthor of the BASC–3, Parenting Relationship Questionnaire (BASC–3 PRQ) BASC–3 Behavioral and Emotional Screening System (BASC–3 BESS), and other tests. He has served as principal investigator, co-investigator, and consultant on Institute of Education Sciences and other agency-funded research projects dealing with mental health screening, early intervention and prevention, child classification methods, prevalence of ADHD and conduct disorder in Latin America, and aggression reduction in schools. Dr. Kamphaus has authored or coauthored numerous books, psychological and educational tests, scientific journal articles, test reviews, and book chapters on these topics. As a licensed psychologist and a fellow of the APA, he has contributed extensively to his profession, having served as president of APA’s Division of School Psychology and as a member of the APA Council of Representatives. He also participates in scholarship in the field through service as past-editor of School Psychology and ad hoc reviewer for other scientific journals. "