A comprehensive review of international research using the Behavioral and Emotional Rating Scale

Lambert, Matthew C.; Sointu, Erkko; Epstein, Michael H.

doi:10.1080/21683603.2017.1422061

Cited by 10 publications

(3 citation statements)

References 38 publications

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“…The Finnish version of BERS-2 has acceptable measurement properties, and it is also a psychometrically sound instrument in Finnish schools (Lambert, Sointu, and Epstein 2018;Lappalainen et al 2009;Sointu et al 2014). In this study, Cronbach's alphas were calculated for each subscale, and they were α = .88 for IS, α = .80 for IaS, α = .76 for FI, α = .76 for SF, α = .79 for AS and α = .94 for Strength Index.…”

Section: Behavioral and Emotional Rating Scalementioning

confidence: 95%

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

Rytioja

Lappalainen

Savolainen

2019

European Journal of Special Needs Education

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Behavioural and Emotional Strengths of Sociometrically Popular, Rejected, Controversial, Neglected, and Average ChildrenMany behavioural and emotional characteristics are associated with children's peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children's academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.

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Section: Behavioral and Emotional Rating Scalementioning

confidence: 95%

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

Rytioja

Lappalainen

Savolainen

2019

European Journal of Special Needs Education

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“…Like the original BERS, studies support the psychometric integrity of scores from the BERS-2. Evidence for the convergent validity of scores has been established in several studies (Epstein, 2004; Lambert et al, 2019). The BERS-2 Youth Rating Scale subscales and Strength Index scores were found to possess positive associations with scores from the Social Skills Rating System-Student Form composite (Secondary Level, Grades 7–12) and negative correlations with scores from the Problem scales of Achenbach’s Youth Self-Report—both support evidence of convergent validity.…”

mentioning

confidence: 99%

“…The process of validating an assessment instrument involves collecting a significant amount of data to provide a framework for evaluating an instrument's scores (American Educational Research Association, 2014). A series of investigations of the BERS scores have provided validity evidence based on internal structure, convergent relationships, and test-criterion relationships (see Epstein & Sharma, 1998;Epstein et al, 1999;Epstein et al, 2002;Sointu, et al, 2014;Lambert et al, 2019).…”

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confidence: 99%

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

Lambert

January

González

et al. 2021

Journal of Psychoeducational Assessment

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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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Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective

Rytioja,

Lappalainen,

Savolainen

2024

Infant and Child Development

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The purpose of this study was to examine how the members of children's peer groups resemble each other in terms of behavioural and emotional strengths, academic achievement and behaviour at school. The participants were 739 9‐ to 10‐year‐old children (354 boys, 385 girls) from 30 Finnish elementary schools. 431 children (241 girls, 190 boys) were part of peer groups. Less than 5% of participants were other than Finnish origin. The children self‐assessed their behavioural and emotional strengths, and teachers evaluated the children's academic achievement and behaviour at school. Children also filled the sociometric questionnaire and sociograms were drawn to identify peer groups. Standardized beta values of regression analyses were used as indicators of effect sizes. The results showed that when observed as a strength, children's school functioning was positively linked to both academic achievement and behaviour at school. The intraclass correlations (ICC) revealed that members of peer groups resembled each other in terms of behavioural strengths, and behaviour at school, but not in academic achievement. The gender composition of peer groups explained the variance in behaviour at school between peer groups. The results of this study highlight the importance to consider children's peer group also when implementing behavioural interventions.

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A comprehensive review of international research using the Behavioral and Emotional Rating Scale

Cited by 10 publications

References 38 publications

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

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

Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective

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