Thu, Oct 3, 2024
| فارسی
Volume 27, Issue 3 (Autumn 2021)
IJPCP 2021, 27(3): 388-405 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Akrami L, Malekpour M, Abedi A. Developing and Accessing Psychometric Properties of The Persian Version of Behavior Assessment System for Children (3Rd Edition) in Children With Mild Intellectual Disabilities and Normal Children. IJPCP 2021; 27 (3) :388-405
URL: http://ijpcp.iums.ac.ir/article-1-3258-en.html
URL: http://ijpcp.iums.ac.ir/article-1-3258-en.html
1- Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran. , lakrami@yahoo.com
2- Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran.
2- Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran.
Abstract: (4301 Views)
Objectives: The present study aims to develop and evaluate the psychometric properties of the Persian version of Behavior Assessment System for Children, 3rd edition (BASC-3) in children with mild intellectual disabilities and normal children.
Methods: This is a cross-sectional study conducted in 2017 on 438 girls and boys with mild intellectual disabilities and normal children aged 12-18 years who were selected using a cluster sampling method. The data collection tool was the Persian BASC-3 and its Parent Rating Scale (PRS-A) and Teacher Rating Scale (TRS-A). Data analysis was performed in SPSS v. 24 using descriptive and inferential statistics.
Results: According to the results obtained from factor analysis, assessing correlation of subscale scores with total score, test-retest reliability, and Cronbach’s alpha showed that the Persian BASC-3 and its PRS-A and TRS-A forms had acceptable validity and reliability.
Conclusion: The Persian BASC-3 and its parent and teachers forms have good psychometric properties and can be used to evaluate the behavioral and adaptive problems of normal adolescents and children and those with mild intellectual disabilities in Iran.
Methods: This is a cross-sectional study conducted in 2017 on 438 girls and boys with mild intellectual disabilities and normal children aged 12-18 years who were selected using a cluster sampling method. The data collection tool was the Persian BASC-3 and its Parent Rating Scale (PRS-A) and Teacher Rating Scale (TRS-A). Data analysis was performed in SPSS v. 24 using descriptive and inferential statistics.
Results: According to the results obtained from factor analysis, assessing correlation of subscale scores with total score, test-retest reliability, and Cronbach’s alpha showed that the Persian BASC-3 and its PRS-A and TRS-A forms had acceptable validity and reliability.
Conclusion: The Persian BASC-3 and its parent and teachers forms have good psychometric properties and can be used to evaluate the behavioral and adaptive problems of normal adolescents and children and those with mild intellectual disabilities in Iran.
Keywords: Behavior Assessment System for Children, 3rd edition, Intellectual Disability, Normal Intelligence, Psychometrics
Type of Study: Original Research |
Subject:
Psychiatry and Psychology
Received: 2020/06/2 | Accepted: 2021/01/26 | Published: 2021/10/1
Received: 2020/06/2 | Accepted: 2021/01/26 | Published: 2021/10/1
References
1. [1] Shokuhi yekta M, Prand A. Behavioral disorder of children and Teenager. Tehran, Institute Cultural Publication. Tiemorzadeh-Tayeb.2009; 25-27, 2.
2. [2] Pandean K. Health psychology. New York: McGraw Hill, 2002; 43-50.
3. [3] Wolf R. Long D. Pubertal Development. Pediatrics in Review,2016; 37,7 [DOI:10.1542/pir.2015-0065] [PMID]
4. [4] Crnic, K; Hoffman, C; Gaze, C; Edelbrock,C.(2004). Understanding the emergence of behavior Problems in young children with developmental delays. Infants and Young Children. 2009;17(3): 223-235 [DOI:10.1097/00001163-200407000-00004]
5. [5] Kim J.A, Szatmari p. Bryson S.E, Streiner D.L, Wilson F.J. The prevalence of Anxiety and mood problems among children with autism and Asperger syndrome. journal of autism and developmental disorders. 2000; 4(2):117-132. [DOI:
https://doi.org/10.1177/1362361300004002002 [DOI:10.1177/1362361300004002002]]
6. [6] Baidwan S, Paul M, Chhatwal J, & Deswal RS. Growth and sexual maturity pattern of girls with mental retardation. International Journal of Applied Basic Medical Research. 2014; 4(1): 38-42. [DOI: 10.4103/2229-516X.125691] [DOI:10.4103/2229-516X.125691] [PMID] [PMCID]
7. [7] Reynolds C.R, & Kamphaus, R.W. Behavior Assessment System for Children (BASC3). Third Edition. Published by Pearson. 2015
8. [8] Distefano C.H, Greer F, Dowdy E. Examining the BASC-3 BESS Parent Form-Preschool using rash methodology. American Psychological Association, Society for Clinical Psychology. [DOI:
https://doi.org/10.1177/1073191117723112 [DOI:10.1177/1073191117723112]] [PMID]
9. [9] Gardner L, Campbell J.M, Bush A.J, Murphy L. Comparing behavioral profiles for autism spectrum disorders and intellectual disabilities using the BASC-2 Parent Rating Scales-Preschool. Journal of Psychoeducational Assessment. 2017; 36(6): 535-551. [DOI:
https://doi.org/10.1177/0734282916689438 [DOI:10.1177/0734282916689438]]
10. [10] Musuva R, Shen Y, Wei X, Binder S, Ivy J.A, Secor W.E, Montgomery S.P. Change in children's school behavior after mass administration of praziquantel for Schistosoma mansoni infection in endemic areas of western Kenya: A pilot study using the Behavioral Assessment System for Children (BASC-2). 2017; 12(7): e0181975. [DOI: 10.1371/journal.pone.0181975] [DOI:10.1371/journal.pone.0181975] [PMID] [PMCID]
11. [11] DiStefano C., Greer F.W, & Dowdy E. Examining the BASC-3 BESS Parent Form-Preschool Using Rasch Methodology. Journal of Assessment (ASM). 2017; 26(6): 1162-1175. [DOI:
https://doi.org/10.1177/1073191117723112 [DOI:10.1177/1073191117723112]] [PMID]
12. [12] Lerner M.D, Potthoff, L.M, Hunter S.J. Optimizing Cross-Sectional Prediction of Social Functioning in Youth Referred for Neuropsychological Testing. PLoS ONE. 2015; 10 (5): e0128303. [DOI:
https://doi.org/10.1371/journal.pone.0128303 [DOI:10.1371/journal.pone.0128303]] [PMID] [PMCID]
13. [13] Deighton J, Croudace T, Fonagy P, Brown J, Patalay P, & Wolpert M. Measuring mental health and wellbeing outcomes for children and adolescents to inform practice and policy: a review of child self-report measures. Child and Adolescent Psychiatry and Mental Health. 2014; 8, 14-20 [DOI:10.1186/1753-2000-8-14] [PMID] [PMCID]
14. [14] Juechter, J. (2012). Differential Diagnosis of Autism Spectrum Disorders Using the BASC-2 Parent Rating Scales Preschool Form. Department of Counseling and Psychological Services.
15. [15] Reynolds C.R, & Kamphaus R.W. BASC3, TRS-A & PRS-A (Ages 12-21). Published by Pearson. 2015
16. [16] Lotfi M , Bahrampoori L , Amini M , Fatemitabar R , Birashk B , Shiasi Y. Developing the Persian Version of Positive and Negative Affect Scale for Children (Original and Short Form) and Assessing Its Psychometric Properties. Iranian Journal of Psychiatry and Clinical Psychology. 2020; 25(4): 440-453. [DOI: http://dx.doi.org/10.32598/ijpcp.25.4.7] [DOI:10.32598/ijpcp.25.4.7]
17. [17] Hambleton RK. The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment. 2001; 17(3):164-72. [DOI:10.1027//1015-5759.17.3.164] [DOI:10.1027//1015-5759.17.3.164]
18. [18] Hajizadeh A, Asghari M. [Methods and statistical analyzes by looking at research methodology in biological and hygienic sciences. Tehran: Academic Jihad. 2015.
19. [19] Bradstreet L.E, Juechter J.I, Kamphaus R.W, Kerns C.M, Robins D.L . Using the BASC-2 Parent Rating Scales to Screen for Autism Spectrum Disorder in Toddlers and Preschool-Aged Children. Journal of Abnormal Child Psychology, 2017; 45(2): 359-370.[DOI: 10.1007/s10802-016-0167-3] [DOI:10.1007/s10802-016-0167-3] [PMID] [PMCID]
20. [20] Pathaak R, Ojha R, Goel N.K. Behavioural and Emotional Problems in School Going Adolescents. Australasian Medical Journal (AMJ). 2011; 4(1): 15-21. [ DOI: 10.4066/AMJ.2011.464] [DOI:10.4066/AMJ.2011.464] [PMID] [PMCID]
21. [21] Adeniyi Y.C, & Omigbodun O. Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria. Child and Adolescent Psychiatry and Mental Health. 2016; 10, 29 [DOI:10.1186/s13034-016-0118-3] [PMID] [PMCID]
22. [22] Ertuzun E. Effects of leisure education program including sportive activities on perceived freedom in leisure of adolescents with intellectual disabilities. Educational Research and Reviews. 2015; 10(16): 2362-2369 [DOI:10.5897/ERR2015.2395]
23. [23] Hagopian, L. (2015). Behavioral Assessment and Treatment of Anxiety in Individuals with Intellectual Disabilities and Autism. Journal of Developmental and Physical Disabilities.2015; 20,467-483. [DOI: 10.1007/s10882-008-9114-8] [DOI:10.1007/s10882-008-9114-8]
24. [24] Lima-Rodríguez JS, Baena-Ariza MT, Domínguez-Sánchez I, Lima-Serrano M. Intellectual disability in children and teenagers: Influence on family and family health. Systematic review. Enferm Clin, 2017; 28(2): 89-102. [DOI: 10.1016/j.enfcli.2017.10.005] [DOI:10.1016/j.enfcli.2017.10.005] [PMID]
25. [25] O'Handley RD, Ford WB, Radley KC, Helbig KA, & Wimberly JK. Social Skills Training for Adolescents with Intellectual Disabilities: A School-Based Evaluation. Behav Modif. 2016; 40(4): 541-67. [DOI: 10.1177/0145445516629938] [DOI:10.1177/0145445516629938] [PMID]
26. [26] Ong, MY., Eilander, J., Saw, SM., Xie, Y., Meaney, MJ., & Broekman, BFP.(2017). The influence of perceived parenting styles on socio-emotional development from pre-puberty into puberty. Eur Child Adolesc Psychiatry. 2018; 27(1): 37-46. [DOI: 10.1007/s00787-017-1016-9] [DOI:10.1007/s00787-017-1016-9] [PMID] [PMCID]
27. [27] Sukhodolsky, D.G., McCauley, S.E., Ibrahim, K and Piasecka,J.B. (2016). Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents. J Child Adolesc Psychopharmacol. 2016; 26(1): 58-64. [DOI: 10.1089/cap.2015.0120] [DOI:10.1089/cap.2015.0120] [PMID] [PMCID]
28. [28] Tamnes CK, Ostby Y, Fjell AM, Westlye LT, Due-Tønnessen P, Walhovd KB. Brain maturation in adolescence and young adulthood: regional age-related changes in cortical thickness and white matter volume and microstructure. Cereb Cortex. 2010; 20(3):534-548 [DOI:10.1093/cercor/bhp118] [PMID]
29. [29] Anisi J, Salimi H, Mirzamani M, Reisi F, Niknam M. A Survey Study on Behavioral Problems in Adolescence. International journal of behavioral science. 2007; 1(2): 163-170 [DOI:10.1002/bs.3830050205]
30. [30] Vannest K.J., Reynolds, C.R., Kamphaus, R.W.(2008). Intervention Guide for Behavioral and Emotional Issues (BASC-2). Published by Pearson.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Copyright © The Author(s);
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
