Like all rating scales, the BASC is a subjective look at a child. Each person who fills it out has to do so through the lens of their own experiences with other children. One way to think about it is that there are two possible outcomes: high levels of agreement between home and school or low levels of agreement between home and school. In the first case, areas that are "at risk" or "clinically significant" appear to be present across environments, in which case there is a solid starting point for looking at needed interventions. In the second case (low agreement) there is the opportunity to whether or not the ratings differ based on perspective or on environmental differences. Both are good starting points for discussion, because the possibilities--actual environmental differences that support the child (and can now be considered for transfer to the other environments) or different understandings of how typical/atypical the behaviors are--can help to bring a team together to problem solve more effectively.
The other thing to keep in mind is that the BASC--by virtue of its focus on behaviors--is a point in time assessment. Ratings are not necessarily going to be stable over time because behavior is so impacted by environmental factors and supports.
