Beck
Youth Inventories
(For Children
and Adolescent)
The Beck Youth
Inventories-Second Edition (BTI-II) are five self-report scales that may be
used separately or in combination to assess a child’s experience of depression,
anxiety, anger, disruptive behavior, and self-control. The inventories are
intended for use with children and adolescents between the ages of 7 and 18.
The BTI-II
provides easy to administer and brief assessments of distress in children and
adolescents. Each inventory contains 20 statements about thoughts, feelings, or
behaviors associated with emotional and social impairment in children and
adolescents. Written at the 2nd grade reading level, the items are
easy to understand. For each scale, children describe how frequently each
statement is true for them, including today.
v
Self-Report:
Self-report
measures are effective tools to obtain unique information concerning the
psychological status of the child. Self-reports are particularly important for
evaluating internalizing symptoms and cognitions such as those involved in
depression, anxiety, anger, self-esteem. Self-reports also evaluate
externalizing symptoms such as disruptive behavior.
The inventories
measure emotional and social impairment in the following domains:
·
Beck Depression
Inventory for Youth(BDI-Y):
This inventory is
designed to identify symptoms of depression in children and adolescents. It
includes items that reflect the respondent’s negative thoughts about himself or
herself, his or her life, and future; feelings of sadness; and physiological
indications of depression.
·
Beck Anxiety
Inventory for Youth(BAI-Y):
The items in this
inventory reflect children’s fears (about school, getting hurt, their health),
Worrying, and physiological symptoms associated with anxiety.
·
Beck Anger
Inventory for Youth(BANI-Y):
Items include perceptions
of mistreatment, negative thoughts about others, feelings of anger, and
physiological arousal.
·
Beck Disruptive
Behavior Inventory for Youth(BSCI-Y):
Behaviors and
attitudes associated with Conduct Disorder and oppositional-defiant behavior are
included in this inventory.
·
Beck Self-Concept
Inventory for Youth(BSCI-Y):
The items in this
inventory explore self- perceptions, such as competence, potency, and positive
self-worth.
v
Previous Research
There were many
self-reports that measures depression, anxiety, disruptive behavior, anger and
self-concept. But these measures had many limitations and had low reliability
and validity. These self-reports were lengthy, not easy to administer. Items
required a higher reading level. Later on the BYI_II was introduced and now
this is preferable to many of the current standardized scales due to the
following reasons.
·
The
inventories are brief, easy to administer instruments. They have fewer items
than most other measures on the market but do not sacrifice reliability and
validity.
·
The
inventories address the comorbidity of disorders of negative affect in children
and adolescents without sacrificing the potential for discrimination and
specificity where this is indicated. Collectively, the BYI-II inventories are
broad in scope in their assessment of negative affect in children and
adolescents.
·
Short,
psychometrically sound scales are available to assess the constructs of anger
and disruptive behavior.
·
The
inventories were developed and co-normed using standardization samples of
American youth stratified to match the U.Scensus. Scores of the individual
inventories can be compared to responses characteristic of the U.S standardized
population of children and adolescents.
v
Application of
BYI-II
The BYI- II has a variety of applications for
range of clinical setting. Written at a second grade level, the intervention
can be read to children and adolescents with learning disabilities. Each
inventory is brief, so children and adolescence are more likely to be compliant
in completing them than when asked to fill out many traditional self -report
scale.
The inventories
allow clinicians and counselors to tap into the private experience of children
and adolescents. You often impact information on inventories that they are
reluctant to voice aloud. They can be valuable tool to identifying children who
are at risk.
School setting
The inventories are valuable tool in the
school setting for counselors and school nurses under the supervision of a
qualified user. They can be used along with other methods, such as behavioral
observation, interviews with concerned adults or parents report to screen for
problems such as anger, disruptive behavior, and for depressive and anxiety
symptoms. They may assist in early identification of students who are likely to
develop serious difficulties, which would impair their ability to function in school
setting.
Forensic, residential, and inpatient settings
BYI-II has excellent clinical utility.
As in school, it can be useful in identifying children who are symptomatic or
at risk. The inventories may be administered in combination for more
comprehensive assessment and profiling or in specific combination tailored to
the specific needs of the child being assessed. It is used in special settings.
Children who evaluate children under state custody, for example may be able to
gather information for parents, guardians, or significant other. Children’s in
forensic setting may be unwilling to reveal information verbally, but may be
willing to endorse items on inventories. This inventory has similar utility
within inpatient setting.
Outpatient Mental Health Setting
The mental and
behavioral health care of many youth is provided on an outpatient basis where
cost- effectiveness is considered as well as client satisfaction and
therapeutic change.
Outpatient
Medical Setting
When
children or adolescence report emotional and physical complaints or when they
demonstrate behavioral problem, they are first taken to their primary care
provider. Then beck youth can be valuable aid in diagnosis and treatment.
Administration
·
Examiner
Qualifications:
The BYI-II may be
administered by a variety of individuals under supervision. Individual
responsible for administration and interpretation of the inventories should be
trained in clinical assessment procedures and should be knowledgeable about the
appropriate uses and limitations of psychological tests.
·
Administration
Time:
Depending on the
youth’s age, reading and mental status, 5 to 10 minutes should be allotted for
each inventory. It is recommended that you adjust the time period to meet the
special needs of the youth being tested.
·
Test Setting:
The testing environment
should be quite, comfortable, and free from distraction. Group testing should
involve small groups, and youth should have enough room to be assured of
privacy as the complete the inventory.
·
Tools:
The Youth needs
one or two pencils with erasers and a flat surface on which to write.
·
Test Instructions:
The circumstance of the testing directs
how you introduce the inventories. For example, you may explain that these
questions help concerned others understand how the youth thinks and feels. Ask
the child or adolescent to read the instructions at the top of the inventory
very carefully. Direct the youth to answer every question honestly and to
select only one response for each question.
·
Missing Items:
Youth should be
encouraged to complete all items. Up to two missing items are admissible. Total
raw score may not be converted to T score without this missing item estimation
step.
Scoring
·
Calculating Total
Raw scores:
The total raw
score for each inventory is obtained by adding item, scores, which may be 0,1,
2 or 3, for all 20 items of the scale. Only one score may be counted for each item.
When there appears to be more than one response to an item, and this cannot be
clarified with the youth, use the response with the higher point value. There
is a shaded box at the bottom of each inventory labeled RS. Place the total Raw
score in this box. The range of possible total Raw scores on each of the five
inventories is 0-60.
For the conversion
of total Raw score to T score there is a table. The left side of the table is
for females and the right side for males. Identify the column corresponding to
the appropriate inventory. Transfer the total raw score to the Total RS box in
the appropriate inventory column of the T-score profile on page 7. The columns
for the inventories appear in the same order as the inventories in the
Combination Booklet.
Based on the age
and sex of the youth tested, find the T-score equivalents in Appendix A of the
manual. Record the values in the TS boxes. T-scores may be plotted on the graph
on page 7. There are two severity levels for BYI-II, one is for above average
scores and second is for below average scores.
Scores Severity Level
T=70+
Extremely elevated
T=60-69 Moderately
elevated
T=55-59 Mildly elevated
T=<55 Average
Scores Severity Level
T=>55 Above average
T=
45-55 Average
T=
40-44 Lower
than average
T= <
40 Much lower
than average
Determining
Cumulative Percentage:
T
score provide a common metric that allows profiling across scales. It allows a
comparison of an individual total raw score relative to the total variability
of individual norm group. The cumulative percentage of a particular T score
indicates how many individuals within that norm group obtained that score or
lower.
Reliability
Internal
consistency:
Cronbach’s alpha coefficient computed for
each of five inventories within each of six norm group indicated high internal
consistency ranging from .86 to .91 for ages 7-10 and from 8.6 to .92 for ages
11-14.Alpha’s ranged from .91 to .96 for adolescent between the ages of 15 and
18.
Test
Retest:
Test retest reliabilities among youth ages
7 to 10 range from .74 - .90; .74 - .88 for females and .79 - .90 for males.
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