Temporal stability and convergent validity of the Behavior Assessment System for Children

This study assessed thr temporal stability and convergent validity of the B ehavioral Assessment System for Children (BASC). Teachers and parents rated 85 nonclinical kindergarten and fir st-grade students over a 6-month inter val with the BASC and the Social Skills Rating System. Teachers were more s table than parents in rating children's externalizing behaviors and attenti on problems. Significant associations were found between the two rating sys tems' adaptive and clinical scales, and negative associations between the S chool Problems and Internalizing scales with standardized math and reading scores. The Externalizing Composite was negatively related to classroom con duct. Results are discussed in terms of the accuracy of information provide d by different informants in social-emotional assessments of early school-a ge children. (C) 2001 Society for the Study of School Psychology. Published by Elsevier Science Ltd.