The Behavior Intervention Monitoring Assessment System 2 (BIMAS-2™)

is a measure of social, emotional and behavioral functioning in children and adolescents.  The BIMAS can be used as a screening tool for behavior concerns and offers a mechanism to build behavior support  plans and monitor the effectiveness of interventions....


bimas 2

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.


  1. 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.
  2. Student Monitoring – To provide feedback about the progress of the individual student or groups in intervention programs.
  3. 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.


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).

  • 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

  • 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



  • Behavioral Concern Scales - Identify Risks

    • Conduct - anger management, bullying behaviors, substance abuse, deviance
    • Negative Affect - anxiety, depression
    • Cognitive/Attention - attention, focus, organization, planning, memory.

  • Adaptive Scales - Identify Strengths and Areas of Improvement

    • Social functioning - friendship maintenance, communicationo

    • Academic Functioning - academic performance, attendance, ability to follow directions