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Objective: The Behaviour Assessment System for Children, Third Edition (BASC-3) is a rating scale for screening emotional and behavioural disorders in children and adolescents commonly utilised in Australia but relies on a US normative sample. This study assessed the cross-cultural validity of the BASC-3 by evaluating the original factor structures of the BASC-3 Teacher Rating Scale Children (TRS-C) and Parent Rating Scale Children (PRS-C) with a clinical sample of Australian children. This study hypothesised that the factor structure of the BASC-3 TRS-C and PRS-C would yield acceptable or good fit indices among the Australian sample. Method: Analyses were conducted on parent and teacher ratings of 716 children (298 children for the TRS-C and 418 children for the PRS-C) with a mean age of 8.63 (SD = 1.54) from a psychology training clinic in Melbourne, Australia. Single-factor congeneric modelling and second-order confirmatory factor analyses examined how well the TRS-C and PRS-C factor structure fit the Australian data. Results: Good and acceptable model fit and significant factor loadings were found in the single-factor congeneric modelling and second-order factor modelling. Conclusions: The results provide supporting evidence of the cross-cultural validity of the BASC-3 TRS-C and PRS-C among Australian children presenting with clinical challenges.

Teachers' attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers' Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.