BIMAS™
Behavior Intervention Monitoring Assessment System

James L. McDougal, Psy.D.
Achilles N. Bardos, Ph.D.
Scott T. Meier, Ph.D.

Technical Information


The BIMAS normative sample includes 1,400 teachers, 1,400 parents, and 700 self-report ratings and is representative of the U.S. population in terms of ethnicity/race, gender, and age (U.S. Bureau of Census, 2000). In addition, over 1,300 clinical cases were collected.  Back to the top

Reports


Reports for the BIMAS are available online. There are four different report categories:

Assessment Reports – Present BIMAS Standard results numerically and graphically from one specific assessment (i.e., static results from a single point in time).
  • At the Multi-Student Level: Ideal for Universal Screening or Intervention Design for an intervention group, class, grade, school, and/or district.
  • At the Individual Level: Standard scale scores can assist in Universal Screening to identify problem areas for a student while the item-level scores (also based on U.S. national norms) would be particularly useful for individualized Intervention Design.
To download a .pdf version of the Universal Assessment, click here.
To download a .pdf version of the Individual Student Assessment , click here.
To download a .pdf version of the Classroom Universal Assessment Progress, click here.

Progress Reports – Compare the results of two or more BIMAS Standard/Flex assessments for the same individual/group of individuals to monitor progress and measure changes over time.
  • At the Multi-Student Level: Useful in Program Evaluation for an intervention group, class, grade, school, and/or district.
  • At the Individual Level: Student Progress Monitoring becomes effortless with scale-level as well as item-level time series graphs.
To download a .pdf version of the Individual Progress Results, click here.

Comparative Reports
— Offer comparisons between the results of different BIMAS assessments.
  • At the Multi-Student Level: Provide assistance in Universal Screening or Intervention Design by comparing group average BIMAS Standard scale scores obtained approximately the same point in time between different classes, grades, or schools numerically and graphically.
  • At the Individual Level: Versatile tool for Student Progress Monitoring whereby BIMAS Standard/Flex assessments by different raters for the same individual are compared.
To download the .pdf version of the Comparative Reports – statistically significant difference analysis, click here.

Demographic Reports
— Present graphically the percentage/ numeric breakdown of students in a class, grade, school, or district along a particular demographic variable (e.g., age, gender, service code, or race/ethnicity).
  • At the Multi-Student Level only: Ideal for identifying and targeting specific demographic risk factors in Universal Screening or Intervention Design.
To download the .pdf version of the Demographic Reports – Analysis of demographic risk factors, click here.

About the Authors


Jim L. McDougal, Psy.D.
Dr. James McDougal is an Associate Professor and Director of the School Psychology Program at the State University of New York at Oswego. Dr. McDougal teaches courses in assessment and intervention for academics and behavior, and consultation, and supervises field-based practicum and internship experiences. He is the former Mental Health Coordinator for the Syracuse City School District, where he integrated mental health services in the schools and provided mental health, behavioral, and academic consultation services to over forty schools and programs.

Dr. McDougal has 20 years of experience as a practicing school psychologist, and has considerable experience consulting students with academic and behavioral problems and conducting staff development for educators. He has conducted well over 200 training seminars at state and national forums in the areas of academic and behavioral assessment/intervention, and the implementation of response to intervention (RTI) models in the schools to improve the academic, behavioral, and socio-emotional functioning of students. Dr. McDougal also has a considerable record of scholarly publication, including two recently released co-authored books entitled A Practitioner’s Guide to Functional Assessment and Behavior Intervention Planning in the Schools (McDougal, Chafouleas, & Waterman, 2006), and RTI in Practice: A Practical Guide to Implementing Effective Evidenced-Based Interventions in Your Schools” (McDougal, Graney, Wright, & Ardoin, 2009). In addition, he has published peer-reviewed articles in School Psychology Review, School Psychology Quarterly, Psychology in the Schools, the Canadian Journal of School Psychology, and the Communique.

Achilles N. Bardos, Ph.D.
Achilles N. Bardos, Ph.D., graduated from Ohio State University and is a professor in the Department of School Psychology at the University of Northern Colorado. Dr. Bardos’ teaching and research interests include educational and psychological assessment, program evaluation, and computer applications in psychology. He has published many articles and book chapters, and presented over 100 papers and workshops at national and international conferences.

Dr. Bardos holds an appointment as Senior Research Scientist with the Devereux Foundation, where he assisted with the development of the Devereux Scales of Mental Disorders, the Devereux School Behavior Rating Scale, the Devereux Early Childhood Assessment, and most recently, the Devereux Early Childhood Behavior Rating Scale.

Dr. Bardos co-authored a non-verbal intelligence test called the Draw A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1991), the General Ability Measure for Adults (Naglieri & Bardos, 1997), and the Basic Achievement Skills Inventory–Comprehensive and Survey (BASI, 2004), a series of self-administered achievement tests that can be used in schools and other settings such as corrections, public safety, and other personnel selection areas. Currently, Dr. Bardos is also co-authoring the Reading Competency Inventories (RCI), a series of reading vocabulary tests especially designed to assist with a client’s reading comprehension skills in a personality evaluation (Bardos, A. N. & Naglieri, J. A., in press).

Scott T. Meier, Ph.D.
Scott T. Meier is a Professor at the University at Buffalo in the Department of Counseling, School, and Educational Psychology. Dr. Meier is also a licensed psychologist who received his Ph.D. in Counseling Psychology from Southern Illinois University, Carbondale. Dr. Meier focuses his research and teaching on psychological measurement (particularly outcome assessment), research methods (particularly program evaluation), and counseling skills (particularly the integration of case conceptualization and assessment with intervention).

Dr. Meier has conducted numerous program evaluations and has worked with organizations such as the Veterans Administration, Child and Adolescent Treatment Services of Western New York, the Society for Prevention of Cruelty to Animals, and numerous school systems in Western and Central New York. Dr. Meier is a member of the American Evaluation Association, the Association for Psychological Science, the Association for Behavioral and Cognitive Therapies, and the Psychological Association of Western New York.

Dr. Meier is either the author or co-author of five books (including Measuring Change in Counseling and Psychotherapy and Elements of Counseling) and has published work in the American Psychologist, Canadian Journal of School Psychology, Journal of Counseling Psychology, Measurement and Evaluation in Counseling and Development, and the American Journal of Evaluation. 
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QUICK FACTS

Authors
James L. McDougal, Psy.D.,
Achilles N. Bardos, Ph.D.
& Scott T. Meier, Ph.D.

Age Range
  • Self Form: 12-18 (School Grade: 6-12)
  • Teacher, Parent & Clinician Forms: 5-18 (School Grade: K-12)
Administration Time 
5-10 minutes

Administration Type
  • Teacher-completed
  • Parent-completed
  • Youth-completed
  • Clinician-completed

Qualification Level B

Formats

  • Paper Administration
  • Online (administration and scoring)



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