Description

The Behavior Intervention Monitoring Assessment System (BIMAS-2™) is a measure of social, emotional and behavioral functioning in children and adolescents ages 5 to 18 years. The BIMAS Standard Form includes 34 change-sensitive items that are used for universal screening of behavior concerns and for assessing and monitoring the progress of behavior and mental health related interventions. The BIMAS items were developed based on over 10 years of research and a scientific model for selecting items that are sensitive to change called Intervention Item Selection Rules (IISRs; Meier, 1997, 1998, 2000, 2004). It is the only commercially available measure comprised of items with demonstrated change sensitivity based on the IISRs model and the only measure build from this perspective in mind from the grounds up.
The BIMAS Flex represents the authors philosophy that a progress monitoring tool must be flexible to address the treatment monitoring needs of a student and it is the student that should be the center of attention not the tool. The BIMAS Flex therefore represents an additional pool of behavioral items that provide information on specific intervention targets or goals within the five areas assessed by the Standard Form and goes even further by allowing the user to customize the treatment plan with as much flexibility as needed incorporating input and data from multiple sources (teachers, parents, clinicians, the child).
The BIMAS is a brief, repeatable multi-informant (teachers, parents, clinicians, self) measure that is useful for behavioral universal screening, progress monitoring, outcome assessment, and program evaluation. It offers an online Data Management System with dynamic analysis, graphing and reporting options (see report samples). This allows assessors to manipulate data in a variety of ways in real time to assist in evidence-based decision-making within an Response to Intervention (RtI) or Multi-Tier System of Supports (MTSS) framework.
THE BIMAS MAIN OBJECTIVES/FUNCTIONS
- Universal Screening – By comparing each student’s scores on the BIMAS to a nationally representative normative group, the BIMAS Standard can be employed as a brief screening device to detect students in need of further assessment and to identify their respective areas of need.
- Student Monitoring – To provide feedback about the progress of the individual student or groups in intervention programs.
- Program Evaluation – To assess changes in behavioral concerns and adaptive skills in a group of students receiving psychosocial interventions (e.g. school-based mental health and special education programs provided on an individual or group basis.
SCALES & FORMS
The BIMAS is comprised of standard scales (BIMAS Standard) which can be used as a screening device, to collect baseline data at the beginning of intervention, and for periodical progress monitoring. The BIMAS also is comprised of a pool of items that can be used to develop customized behavioral intervention goals for frequent monitoring (BIMAS Flex).
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BIMAS Standard
- Can be used as a brief screener, a tool for treatment monitoring, or for program evaluation (or combination)
- Consists of 34 change-sensitive items on 5 subscales with forms for parents and teachers (ages 5-18 years), and youth (ages 12-18 years) to complete with both standardized scale-level and item-level norms established from a U.S. national sample closely matching the census
- Also available is a non-norm-referenced clinician form for rating youth 5 to 18 years
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BIMAS Flex
- Distinct, more specific behavioral items (10-30) for each of the 34 BIMAS Standard form items on the 5 scales.
- Both positively and negatively worded items to select from.
- Assessors can customize treatment goals by selecting behaviors of concern and create mini-assessments for.
- Interventions Plans can be saved and used again with other students, all with the flexibility to import them and save them for future use
- Frequent progress monitoring to assess change in behavioral concern or adaptive skills
- Assessors can make notes to describe specific behaviors, response to intervention, or to add other information about the student
THE BIMAS SCALES
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Behavioral Concern Scales - Identify Risks
- Conduct - anger management, bullying behaviors, substance abuse, deviance
- Negative Affect - anxiety, depression
- Cognitive/Attention - attention, focus, organization, planning, memory.
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Adaptive Scales - Identify Strengths and Areas of Improvement
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Social functioning - friendship maintenance, communicationo
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Academic Functioning - academic performance, attendance, ability to follow directions
Report samples
All BIMAS-2 reports are created dynamically on the platform's screen. The following are pdf files created as screens shots from the various functions of the BIMAS-2. Various reports can be generated by the BIMAS-2 users depending on the level of access that they have been assigned.
Universal Assessment (UA) screening Reports |
BIMAS-2 account account administrators can:
- monitor the progress of Universal Assessment (screenings)
- generate reports for a specific UA across the entire district or school building, grade, teacher district.
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Progress Monitoring (PM) Reports |
PM reports can be generated:
- across UA assessment periods, broken down by school building, grade, teacher district.
- to monitor the progress of interventions for small groups
- to monitor the progress of interventions for individual students
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We encourage you to review the instructional videos with the two primary functions of the BIMAS-2, Universal Screening and Progress Monitoring to observe the dynamic generation of reports.
Training materials
Please visit www.bimas2resources.com for the various learning modules with video demonstrations as well as other resources. If we do not address your specific need on the use of a tool on any of the posted materials, do not hesitate to send us a brief email with your question and /or brief request at: help@edumetrisis.com
Free Trial
Graduate students in professional mental health related programs (i.e. Clinical, counseling, counselor education, school psychology, social work) who are in a practicum or internship course can have a free trial of the BIMAS-2 under the auspices of their course and/or field supervisor. Download, print and have all needed signatures on the form, then email it to Edumetrisis. You will be notified when your account is set and ready to use. (get the Free Trial Form here)
Resources
Here you can find information on Resources...
Coming soon
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., is a graduate of The 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 200 papers and workshops at national and international conferences. Dr. Bardos co-authored , the General Ability Measure for Adults (Naglieri & Bardos, 1997), a non-verbal intelligence test, the Draw A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1991), 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 forensic-Reading Competency Inventories (f-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.
Purchase
To Purchase the BIMAS-2 please complete the PURCHASE FORM (scroll down). An email will arrive at our office, we will set up your basic account and proceed with the number of licenses you need. If you have never completed a Qualification Form for Edumetrisis products, please do so as well. (Get form here)
Pricing information: All prices are in U.S. Dollars
Product name/service |
Price |
BIMAS one time account set-up fee; Includes access to the BIMAS Technical manual in PDF form; an orientation webinar;
|
$90.00 |
BIMAS Annual Site License (Minimum purchase of 25 Students/Clients (licenses) at 4.00 per license
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$100.00 |
BIMAS Annual Site License Renewal (Minimum purchase of 25 Students/Clients (licenses) at 4.00 per license
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$100.00 |
Please note that Volume Discounts are available.
Licenses/students |
Cost per license/student |
1 - 4,999
|
$ 4.00 |
5,000 - 9,999
|
$ 3.50 |
10,000 - 19,999
|
$ 3.00 |
19,999 – 29,999 |
$ 2.50 |
30,000 and higher |
$ 2.00 |
Phone: 1-970-405-6694
Fax: 1-970-573-5602