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Type A Behavior Assessment for Schoolchildren3

Type A Behavior Assessment for Schoolchildren Test

Understand a teen’s Type A stress and urgency traits and potential heart strain in about 11 minutes. Results support early, practical guidance for healthier coping and lower long term risk.

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Questions: 5911 minutes

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

22,360 views

2,098 completions

1,708 likes

Verified by Daniel Hall

Psychologist with 25 years of experience

Scale Explorer

How the Scales are Structured

example score

81/100

Behavior Type Scale (BTS)

Assesses how strongly a student’s everyday behavior aligns with Type A versus Type B patterns (urgency, competitiveness, impatience, and hostility versus calmer goal-oriented self-control).

Type B (calmer)

Mixed AB

Type A (pronounced)

0 – 59: Type B (calmer) | 60 – 69: Mixed AB | 70 – 100: Type A (pronounced)

A score of 81 falls in the pronounced Type A range, suggesting a stronger tendency toward urgency, competitiveness, and tension in everyday situations.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists and counselors

41%OF USERS

They use it to spot high-stress, overly driven students early and plan support to reduce tension and health risks.

Parents of driven teens

34%OF USERS

They take it to understand whether a child’s competitiveness and urgency are turning into chronic stress that may affect wellbeing.

High-achieving students

25%OF USERS

They take it out of curiosity or concern to see how much their ambition, impatience, and irritability show up in daily school life.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Behavior Type Scale (BTS)

Average

46.6

Normal range

31.9 — 61.2

min.

max.

100

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

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SAMPLE QUESTIONS

Example Questions From the Test

You are presented with a questionnaire designed to identify health-risk behavior patterns. For each item, please select one response option. Your response should reflect your usual pattern of behavior. Please note that there are no right or wrong answers.

- "Business first, pleasure later."
- b) having fun, without worrying much about tomorrow;
- Somewhere in between.
- a) I am sure that's the case;
- Probably yes rather than no.
- c) rather no than yes;
- Definitely not.
- a) I'm sure that's the case;
- Rather yes than no.
- c) more no than yes;
- Certainly not.

These are 3 of the 59 real questions — the rest appear in the test. No sign-up needed to start.

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WHAT THE TEST MEASURES

About This Assessment

Type A Behavior Assessment for Schoolchildren Test - Symptoms and Signs

type a behavior

Behavioral patterns associated with time urgency and competitiveness have been examined in relation to stress and health outcomes. The Type A Behavior Assessment for Schoolchildren is a brief self-report measure intended to screen for Type A-like behavior patterns in school-age youth (attributed to Meyer Friedman and Ray H. Rosenman).

The instrument consists of 59 items and typically takes about 11 minutes to complete. Items ask respondents to endorse common school and everyday situations to estimate the degree of time pressure, achievement striving, impatience, and related irritability.

Results from the Type A Behavior Assessment for Schoolchildren are generally used as a screening indicator to support clinical or school-based discussions of stress-related behavior and to inform follow-up assessment or preventive interventions when elevated patterns are identified.

Author: Meyer Friedman, Ray H. Rosenman

Literature: Matthews, K. A. Coronary-prone behavior in children. In T. M. Field, P. M. McCabe, & N. Schneiderman (Eds.), Stress and coping across development. Lawrence Erlbaum Associates. 1988.