Implications for clinical and research purposes are discussed. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool's discriminant validity. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test-retest reliability. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months ( M = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers ( N = 36) as part of a larger randomized control trial of a teacher training intervention. Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose.
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