Differences in Strength Assessment Scores for Youth With and Without ED Across the Youth and Parent Rating Scales of the BERS-2

Abstract

Edition (BERS-2;Epstein, 2004). The BERS-2 is a standardized rating scale system that assesses the emotional and behavioral strengths of children and youth. Separate studies compared the perceptions of youth and parents of youth with emotional disturbance (ED) to youth and parents of youth without ED. Participants in Study 1 included 71 children verified with ED according to state special education guidelines and 386 children without ED.Participants in Study 2 included 82 parents of children with ED and 411 parents of children without ED. Results of Study 1 indicated statistically significant differences in the scores of youth with and without ED on four of five BERS-2 Youth Rating Scale subscales and the overall strength index. Results of Study 2 indicated statistically significant differences in the scores of parents of youth with and without ED on all five of BERS-2 Parent Rating Scale subscales and the strength index.The limitations, future research, and implications of the studies are discussed.The purpose of assessment in fields such as education, child welfare, and mental health has almost always been to inform decision making (Salvia & Ysseldyke, 2004). Choices made on behalf of individuals or groups have generally been related to eligibility or programming concerns. Consequently, assessmentrelated questions have been both varied and complex. This is particularly true in the assessment of individuals with challenging behaviors. In the domain of eligibility determination, questions range from qualification for special education services to diagnosis of psychiatric disorders. In the area of educational and mental health programming, questions range from what type of behavioral, social, academic, and vocational supports might best serve an individual child to what kind of treatment program might best meet a youth's mental health needs. Moreover, once established, there are a host of ongoing questions related to program effectiveness over the short and long term. As a result, it is critical that the decisions made on behalf of youth with ED be based on accurate assessment data.Accurately assessing youth with ED is a challenging endeavor (Cullinan, 2002;Kauffman, 2005). First, best practices assessment in ED must be comprehensive and multifaceted. Behaviors should be observed directly and across multiple settings. Available records should be reviewed. Many individuals with direct knowledge of a youth's behavior, including parents or caregivers, teachers, and peers, should be interviewed. These persons should also be administered standardized behavior rating scales, informal checklists, and, possibly, measures of adaptive behavior. Moreover, the targeted child or adolescent should be interviewed directly, and rating scales; standardized tests of intelligence and academic achievement; and informal, curriculum-based achievement measures should be administered. Furthermore, comprehensive, multifaceted assessment must also examine the youth's learning and living environments to ascertain whether there are anteceden...

Parent, Teacher and Student Cross Informant Agreement of Behavioral and Emotional Strengths: Students With and Without Special Education Support

“…The BERS-2 has a factor structure that assesses the dimensions of Interpersonal Strength, Family Involvement, Intrapersonal Strength, School Functioning, and Affective Strength. The factor structure has been replicated across several samples and has been found to be a valid and reliable measure (Benner et al 2008;Buckley et al 2006;Uhing et al 2005). Of particular importance to the current study, the cross informant agreement of the BERS-2 has been found to be acceptable.…”

Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher’s Report Form: A Replication and Extension

“…Efforts to establish validity for specific purposes or populations should be ongoing (Merrell et al 2003). Such efforts are particularly warranted in the assessment of students with ED, given confusion with vague definitions and the comprehensive nature of the evaluation process (Uhing et al 2005). The purpose of this study was to extend validation efforts for the teacher scale of the BERS-2.…”

“…Targeted populations include students identified as having ED and served in public school settings. Efforts to demonstrate the uses of behavior rating scales for students with ED are necessary in order to: (a) counteract the problems resulting from vague definitions in the education and mental health fields, and (b) contribute to comprehensive, multifaceted assessments (Uhing et al 2005).…”

Behavioral Problems in Offspring of Bipolar Mothers

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