Standardization of Behavioral and Emotional Rating Scale

2002 ◽  
Vol 29 (2) ◽  
pp. 208???216
Author(s):  
Michael H. Epstein ◽  
Gail Ryser ◽  
Nils Pearson
Keyword(s):  
Rating Scale ◽  
Emotional Rating

Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome

2018 ◽  
Vol 123 (3) ◽  
pp. 212-227 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S.W. De Pauw ◽  
Bart Soenens ◽  
Geert Van Hove ◽  
Peter Prinzie
Keyword(s):  
Down Syndrome ◽  
Problem Behaviors ◽  
Family Involvement ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Behavioral Profile ◽  
Developmental Age ◽  
Confirmatory Factor ◽  
Emotional Rating

Abstract This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.

Cross-informant agreement of the Behavioral and Emotional Rating Scale for youth in community mental health settings

2015 ◽  
Vol 53 ◽  
pp. 34-38 ◽  
Author(s):  
Stacy-Ann A. January ◽  
Matthew C. Lambert ◽  
Michael H. Epstein ◽  
Christine M. Walrath ◽  
Tesfayi Gebreselassie
Keyword(s):  
Mental Health ◽  
Community Mental Health ◽  
Rating Scale ◽  
Informant Agreement ◽  
Mental Health Settings ◽  
Community Mental Health Settings ◽  
Emotional Rating

Strength-Based Assessment of Rural African American Early Adolescents: Characteristics of Students in High and Low Groups on the Behavioral and Emotional Rating Scale

2005 ◽  
Vol 14 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Thomas W. Farmer ◽  
Jason T. Clemmer ◽  
Man-Chi Leung ◽  
Jennifer B. Goforth ◽  
Jana H. Thompson ◽  
...  
Keyword(s):  
African American ◽  
Rating Scale ◽  
Early Adolescents ◽  
Strength Based ◽  
Emotional Rating

Validity and Reliability of the Behavioral and Emotional Rating Scale (2nd Edition): Youth Rating Scale

2004 ◽  
Vol 14 (5) ◽  
pp. 358-367 ◽  
Author(s):  
Michael H. Epstein ◽  
Paul Mooney ◽  
Gail Ryser ◽  
Corey D. Pierce
Keyword(s):  
Rating Scale ◽  
Validity And Reliability ◽  
Emotional Rating

Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance

2021 ◽  
pp. 073428292110384
Author(s):  
Matthew C. Lambert ◽  
Stacy-Ann A. January ◽  
Jorge E. Gonzalez ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Emotional Disturbance ◽  
Rating Scale ◽  
Future Research ◽  
Regression Analyses ◽  
Multivariate Multiple Regression ◽  
Students With Emotional Disturbance ◽  
Nationally Representative ◽  
Primary Hypothesis ◽  
Emotional Rating ◽  
Representative Samples

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance and students without disabilities. Two nationally representative samples were used in this study: (a) 1,575 students rated by teachers and (b) 793 youth who provided self-ratings. The results of multivariate multiple regression analyses supported the primary hypothesis that students with emotional disturbance would have lower scores on each of the five BERS-3 subscale scores compared to peers without disabilities. This finding held for both samples; however, differences between students with emotional disturbance and the peers without disabilities were substantially smaller for the youth self-ratings compared to teacher ratings. Implications for practice and directions for future research are also discussed.

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