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Behavior Rating Scale Guide
Conners-4 · ADDES-5 · BASC-3/4 · BRIEF-2 · SRS-2 · SAED-3 · ASRS · Vanderbilt — Selection Matrix & Reference
ADDES-5 vs. Conners-4 Detail ↗
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No single scale covers all three eligibilities. Match your referral question to the matrix below — then use the scale snapshots for detail. BRIEF-2 is supplemental in all three and is never standalone for eligibility documentation.

Scale key Conners-4OHI primary ADDES-5OHI alternative BASC-3/4Broadband BRIEF-2EF only 🔷 SRS-2AU SAED-3ED specific ASRSAU VanderbiltScreening free
Scale Selection Matrix
Evaluation Scenario Conners-4 ADDES-5 BASC-3/4 BRIEF-2 SRS-2 SAED-3 ASRS Vanderbilt
OHI / ADHD Evaluation
Inattentive ADHD presentation — primary referral ✅Inattention/ED subscale most sensitive ✅Inattentive scale; simpler structure ◑Attention Problems scale; not ADHD-specific 🔷Initiate, WM, Organization subscales — — — ◑Inattention subscale; free screening
Hyperactive-Impulsive ADHD presentation ✅Hyperactivity + Impulsivity subscales separate ✅Hyperactive-Impulsive scale ◑Hyperactivity scale; Externalizing composite 🔷Inhibit, Shift, EC subscales — — — ◑H/I subscale; free screening
Need explicit DSM-5 symptom count output ✅Only scale with DSM-5 symptom count per rater —No symptom count output — — — — — ◑Symptom count listed but not normed T-scores
Need student self-report (ages 8+) ✅Self-Report form available ages 8+ —No self-report version ✅Self-Report of Personality (SRP), ages 8+ ✅Self-Report form ages 11+ ✅Adult Self-Report ages 19+; school-age forms are other-report — ✅Self-report available —
Emotional dysregulation is prominent OHI feature ✅Emotional Dysregulation subscale — unique to Conners-4 —No emotional dysregulation subscale ◑Externalizing composite; Emotional Self-Control 🔷Emotional Control — most relevant BRIEF-2 scale — — — —
Free / no budget for commercial normed scale — — — — — — — ✅Free; parent + teacher forms; screening only — supplement with normed scale for eligibility
Emotional Disability (ED) Evaluation
Internalizing profile — anxiety, depression, withdrawal — — ✅Internalizing Composite; Anxiety, Depression, Withdrawal subscales 🔷Emotional Control, Shift — supplemental only — ✅Characteristics 3 (depression/dysphoria) and 5 (fears) — —
Externalizing profile — aggression, conduct, dysregulation ◑Emotional Dysregulation subscale; not an ED-specific tool — ✅Externalizing Composite; Aggression, Conduct Problems, Hyperactivity 🔷Emotional Control most relevant — ✅Characteristics 1 (learning) and 2 (interpersonal relationships) — —
Need to document all five ED characteristics explicitly — — ◑Covers most; not mapped 1:1 to ED criteria — — ✅Six subscales map directly to ED characteristics — strongest eligibility documentation tool — —
Social maladjustment exclusion — ruling out — — ◑Conduct Problems subscale — pattern analysis with psych needed — — ✅Social Maladjustment subscale explicitly designed for this exclusion — —
Co-occurring OHI + ED — complex presentation ✅Emotional Dysregulation + ADHD subscales; strong for OHI side — ✅Best broadband coverage of both OHI and ED dimensions 🔷EF differentiation across both eligibilities — ◑ED documentation; add Conners-4 for OHI side — —
Autism (AU) Evaluation — Diagnostician Role
Social communication — DSM-5 Criterion A documentation — — ◑Social Skills scale; Withdrawal; not AU-specific — ✅Social Communication, Social Motivation subscales primary — ✅Social/Communication subscale; peer comparison —
Restricted/repetitive behaviors — DSM-5 Criterion B documentation — — ◑Atypicality subscale; not RRB-specific — ✅Restricted/Repetitive Behavior subscale — ✅Unusual Behaviors subscale —
Co-occurring ADHD + AU — dual presentation ✅ADHD documentation alongside AU rating scales ◑ADHD side only; no AU subscales ✅Covers both ADHD and AU dimensions in one scale 🔷EF impairment common in AU + ADHD ✅AU side — pair with Conners-4 for ADHD — ✅AU side documentation —
Executive Function & Cross-Cutting
EF profile — OHI vs. ED differentiation ◑School Problems scale captures some EF impact — ◑Attention, Hyperactivity, Executive Functioning scales 🔷In ADHD: global EF deficit. In ED: Emotional Control + Shift elevated disproportionately — key differentiator — — — —
Broadband screen — multiple concerns, unclear referral —ADHD-specific; not designed for screening — ✅Best choice for complex or ambiguous referrals — covers internalizing, externalizing, and adaptive dimensions 🔷Add after BASC-3/4 for EF depth — — — —
Reeval — prior eligibility established, monitoring profile ◑If prior OHI; repeat administration appropriate ◑If prior OHI with district standard ✅Broadband; captures any profile drift across eligibilities 🔷EF changes over time — useful longitudinal data ◑If prior AU; tracks social responsiveness over time ◑If prior ED; documents persistence of characteristics ◑If prior AU —Not appropriate for eligibility documentation
✅ Primary / strong fit 🔷 Supplemental only — never standalone for eligibility ◑ Conditional — see note — Not applicable
Scale Snapshots
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Conners-4
Conners, 4th Edition — Multi-Informant ADHD Rating Scale
Ages 6–22
T-scores M=50, SD=10
Parent · Teacher · Self-Report
When to Choose Conners-4
Need explicit DSM-5 symptom count; student emotional dysregulation is a key feature; student is 8+ and self-report adds value; need subscale depth beyond basic inattention/hyperactivity split.
Key Subscales
ADHD Index Inattention/EF Hyperactivity Impulsivity Emotional Dysregulation School Problems
Unique Feature
Only scale with a per-rater DSM-5 symptom count — reports exact number of clinically significant inattention and hyperactivity-impulsivity symptoms endorsed by each informant. Essential for OHI documentation that grounds T-scores in observable frequency.
OHI primary Wired in FIE Report Writer. See ADDES-5 vs. Conners-4 ↗ for full comparison.
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ADDES-5
Attention Deficit Disorders Evaluation Scale, 5th Ed.
Ages 4–18 (Home) · 4–18 (School)
T-scores M=50, SD=10
Parent · Teacher only
When to Choose ADDES-5
Standard district ADHD scale; simpler two-scale structure (Inattentive + Hyperactive-Impulsive) is sufficient; student does not need emotional dysregulation documentation; self-report is not indicated.
Key Scales
Inattentive Hyperactive-Impulsive
Limitation
No self-report form. No DSM-5 symptom count output. No emotional dysregulation subscale. If any of these are needed, use Conners-4 instead or in addition.
OHI alternative See ADDES-5 vs. Conners-4 ↗ for full scale breakdown and when-to-use guidance.
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BASC-3/4
Behavior Assessment System for Children, 3rd/4th Ed.
Ages 2–21
T-scores M=50, SD=10
Parent · Teacher · Self-Report
When to Choose BASC
Complex or unclear referral; ED evaluation; co-occurring OHI + ED; broadband coverage needed across internalizing, externalizing, and adaptive skill dimensions simultaneously.
Key Composites & Scales
Internalizing Problems Externalizing Problems Behavioral Symptoms Index Adaptive Skills Anxiety · Depression · Withdrawal Atypicality
Limitation
Broadband = less ADHD-specific than Conners-4 or ADDES-5. Attention Problems scale exists but lacks DSM-5 alignment and subscale depth for OHI-only evaluations.
⏳ BASC-4 releasing late summer 2026 — document version administered in FIE; scores not directly comparable across versions
Broadband — ED + OHI + AU Best choice when the referral question spans multiple eligibility considerations.
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BRIEF-2
Behavior Rating Inventory of Executive Function, 2nd Ed.
Ages 5–18
T-scores M=50, SD=10
Parent · Teacher · Self-Report (11+)
Critical Rule
BRIEF-2 is always supplemental — never primary for any eligibility. It provides EF depth but cannot document ADHD, ED, or AU criteria on its own. Use it to strengthen and contextualize findings from a primary scale.
Key Differentiator Value
In OHI/ADHD: global EF deficit (Inhibit, Shift, WM, Plan/Organize all elevated). In ED: Emotional Control and Shift elevated disproportionately with relatively intact Initiate and Working Memory — this pattern distinction supports eligibility differentiation.
Key Indexes & Scales
Behavioral Regulation Index Cognitive Regulation Index Emotional Control Shift · Inhibit · WM
🔷 Supplemental only — always pair with a primary scale
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SRS-2
Social Responsiveness Scale, 2nd Ed.
Ages 2.5–adult
T-scores M=50, SD=10
Parent · Teacher forms
AU Documentation Role
Quantifies social impairment severity on a continuous scale — administered by the school psychologist in the AU battery alongside ADOS-2. Diagnostician interprets cross-informant SRS-2 findings as part of the adaptive and behavioral data contribution.
Key Subscales
Social Communication Social Motivation Social Awareness Social Cognition Restricted/Repetitive Behavior
Cross-Informant Pattern
High Social Communication + high Restricted/Repetitive Behavior with lower Social Motivation is a common AU profile. Parent-Teacher discrepancies are common for high-masking students — higher Parent elevations often reflect home context where masking is reduced.
AU — school psych led Diagnostician contributes cross-informant interpretation. See AU Reference ↗ for full battery context.
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SAED-3
Scales for Assessing Emotional Disturbance, 3rd Ed.
Ages 5–18
T-scores M=50, SD=10
Parent · Teacher forms
Unique Strength
The only normed rating scale explicitly designed around the five IDEA/Texas ED eligibility characteristics. Each subscale maps directly to one characteristic — the most legally defensible documentation tool for ED eligibility determinations.
Subscales — ED Characteristics
1. Inability to Learn 2. Relationship Problems 3. Inappropriate Behavior 4. Unhappiness / Depression 5. Physical Symptoms / Fears Social Maladjustment
Social Maladjustment Exclusion
The Social Maladjustment subscale is designed to help document the legally required exclusion — elevated Social Maladjustment with lower ED characteristic scores weakens the ED case; the opposite pattern strengthens it.
ED eligibility specific Strongest direct documentation for ED characteristics. See ED Reference ↗ for eligibility framework.
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ASRS
Autism Spectrum Rating Scales
Ages 2–18
T-scores M=50, SD=10
Parent · Teacher forms
AU Documentation Role
Administered as part of the AU battery — typically school psych led. Provides subscale quantification of social communication and unusual behavior patterns across home and school settings. Useful for students where ADOS-2 alone may not capture the full cross-context picture.
Key Scales
Social / Communication Unusual Behaviors Self-Regulation Total Score
vs. SRS-2
SRS-2 is more widely used and has stronger research base. ASRS covers a slightly broader age range (to 2:0) and includes a Self-Regulation scale. Some AU teams use both; consult your school psych on your campus protocol.
AU — school psych led See AU Reference ↗ for full battery and DSM-5 criteria mapping.
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Vanderbilt
Vanderbilt Assessment Scales — Parent & Teacher
Ages 6–12
Free — not commercially normed
Parent · Teacher forms
Role in Evaluation
Screening and supplemental only. The Vanderbilt is free, widely used by physicians in ADHD diagnosis, and often part of the medical record you receive. It can inform the referral picture but should not be the sole or primary rating scale for OHI eligibility documentation.
What It Provides
Inattention subscale H-I subscale DSM-5 symptom list Performance ratings
Limitation
Raw scores only — no T-scores, no normative comparison, no clinical cut-scores with percent-ile-based interpretation. Cannot substitute for a commercially normed scale in the FIE for eligibility determination.
Screening only Useful context from medical records; always supplement with Conners-4 or ADDES-5 for eligibility documentation.
T-Score Interpretation & FIE Documentation
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T-Score Classification Bands — All Scales
All scales on this page use T-scores (M=50, SD=10). Higher = more concerns endorsed.
≥70Very Elevated≥2 SD above mean. Clinically significant — document cross-informant pattern and educational impact.
65–69ElevatedMeaningful elevation. Consistent with concerns — interpret alongside other data sources.
60–64High AverageModerate — note for cross-informant analysis; not independently significant.
40–59AverageWithin normal range. Does not support eligibility concerns from this informant.
<40LowFewer concerns endorsed than peers. Note for adaptive skills scales (where higher is better).
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Cross-Informant Analysis
Convergent pattern (both elevated): Strongest support for eligibility. Behaviors are consistent across settings and raters.
Divergent pattern (one elevated, one not): Requires explanation — not disqualifying. Document possible setting-specific, relationship-specific, or masking explanations. Classroom observation data becomes especially important.
Parent elevated, Teacher not: Common in internalizing profiles (anxiety, depression) where students mask at school. Common in high-masking AU students. Common when school provides significant structure that compensates.
Teacher elevated, Parent not: Common in academic-demand-triggered presentations. Consider situational ADHD-like behavior from SLD or EF demands vs. true ADHD.
"While parent and teacher ratings were divergent — with the parent endorsing significantly more inattentive behaviors than the classroom teacher — this pattern is not unusual given the lower degree of structure in the home environment. Classroom observation confirmed [specific attention behaviors] consistent with the parent's report, suggesting that environmental scaffolding may be compensating for underlying attention difficulties in the school setting."
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FIE Documentation Rules
Score ≠ Diagnosis. Elevated T-scores document that raters observe significantly more of a behavior type than same-age peers. They do not diagnose ADHD, ED, or AU.
OHI: Medical documentation of the health impairment is required. Rating scale data supports the educational impact piece — it is not the medical diagnosis.
ED: Document which of the five characteristics is supported and by which scale/rater. Duration ("long period of time") and degree ("marked degree") must be explicitly addressed — T-scores ≥65–70 on relevant scales support the "marked degree" threshold.
AU: Rating scale data supports DSM-5 Criterion A and B documentation but is never sufficient alone — must be combined with direct observation (ADOS-2) and developmental history.
BRIEF-2 in reports: Always frame as "Executive function data from the BRIEF-2 provides supplemental context..." — never as primary eligibility evidence.
Key Factors to Weigh Before Selecting a Scale
🎯 Referral Question Clarity
Clear ADHD referral → Conners-4 or ADDES-5; add BRIEF-2 if EF context is needed
Clear ED referral → BASC-3/4 + SAED-3; add CDI-2 or RCMAS-2 for internalizing depth
Clear AU referral → SRS-2 and/or ASRS (school psych led); BASC-3/4 for broadband context
Unclear or complex referral → BASC-3/4 first; add scale from the most likely eligibility once pattern emerges
👥 Informant Availability
Always collect parent AND teacher — minimum for any normed scale; single-informant data is insufficient for eligibility
Student age 8+: consider self-report (Conners-4, BASC-3/4 SRP) — especially valuable in ED and late-identified AU
Multiple teachers: collect from the teacher with most daily contact; second teacher adds cross-context data for ED and AU
Parent unavailable or declining: document attempts; do not substitute a second teacher form for the parent form
⚖️ Eligibility Being Considered
OHI only → one ADHD-specific scale is sufficient; Vanderbilt from physician provides supplemental context
ED only → BASC-3/4 broadband + SAED-3 for explicit characteristic documentation
AU only → SRS-2 or ASRS (psych led); BASC-3/4 optional for broadband profile
Co-occurring eligibilities → BASC-3/4 as shared broadband base; add eligibility-specific scales as needed
🔄 Reeval Considerations
Use the same scale family as the initial eval when possible — allows longitudinal comparison of T-scores
Switching from BASC-3 to BASC-4 (late summer 2026): scores not directly comparable — document version change; do not interpret as improvement or regression
If prior eval used Vanderbilt only: upgrade to a normed scale (Conners-4 or ADDES-5) for the reeval
ED reevals: SAED-3 repeat is especially valuable for documenting persistence of characteristics over time
📋 FIE Defensibility
Never use Vanderbilt as the sole rating scale for OHI eligibility — not commercially normed; not T-score based
BRIEF-2 alone does not support OHI, ED, or AU eligibility — always pair with a primary scale
Single informant elevation alone is not sufficient — cross-informant convergence or documented setting-specific explanation is required
Document which version of BASC was used (BASC-3 vs. BASC-4) as versions transition — scores are not directly comparable
🌐 CLD / EB Considerations
All scales on this page are normed on English-speaking U.S. populations — interpret with caution for students with limited English proficiency
For Spanish-dominant EB students: BASC-3/4 has Spanish-language parent forms — check availability; Conners-4 also has Spanish parent form
Elevated Vanderbilt or behavior scale scores in a recent immigrant or refugee student may reflect cultural adjustment, trauma, or language barrier — not behavioral disorder; document this in the FIE
For AU in EB students: SRS-2 should be interpreted cautiously across cultural contexts — social communication norms vary; cross-cultural history is essential context
Reference Note: Scale descriptions, score interpretations, and clinical guidance on this page are summarized for professional reference by educational diagnosticians. They are paraphrased from published test manuals and professional literature — not verbatim reproductions. Practitioners should consult official test manuals for standardized administration, scoring, and interpretation procedures. Eligibility determinations must be made by a qualified multidisciplinary ARD team. Barber Sped Hub is an independent diagnostic reference and is not affiliated with or endorsed by any test publisher or professional organization.