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Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance

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Title: Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance
Language: English
Authors: Lambert, Matthew C. (ORCID 0000-0002-7387-3780), January, Stacy-Ann A., Gonzalez, Jorge E., Epstein, Michael H., Martin, Jodie
Source: Journal of Psychoeducational Assessment. Dec 2021 39(8):999-1014.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Behavior Rating Scales, Test Validity, Construct Validity, Student Behavior, Emotional Response, Scores, Emotional Disturbances, Students with Disabilities, Student Characteristics, Interpersonal Competence, Self Control, Affective Behavior, Family Relationship, Teacher Attitudes, Student Attitudes, Elementary Secondary Education, Gender Differences, Age Differences
Assessment and Survey Identifiers: Behavioral and Emotional Rating Scale, Teacher Rating Scale
DOI: 10.1177/07342829211038451
ISSN: 0734-2829
Abstract: 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1316909
Database: ERIC
FullText Text:
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  Data: Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance
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  Data: <searchLink fieldCode="AR" term="%22Lambert%2C+Matthew+C%2E%22">Lambert, Matthew C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7387-3780">0000-0002-7387-3780</externalLink>)<br /><searchLink fieldCode="AR" term="%22January%2C+Stacy-Ann+A%2E%22">January, Stacy-Ann A.</searchLink><br /><searchLink fieldCode="AR" term="%22Gonzalez%2C+Jorge+E%2E%22">Gonzalez, Jorge E.</searchLink><br /><searchLink fieldCode="AR" term="%22Epstein%2C+Michael+H%2E%22">Epstein, Michael H.</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Jodie%22">Martin, Jodie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. Dec 2021 39(8):999-1014.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 16
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Rating+Scales%22">Behavior Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Construct+Validity%22">Construct Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Relationship%22">Family Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink>
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  Data: 10.1177/07342829211038451
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  Data: 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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  Data: 2021
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        Value: 10.1177/07342829211038451
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      – Text: English
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      – SubjectFull: Behavior Rating Scales
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Construct Validity
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      – SubjectFull: Student Behavior
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      – SubjectFull: Emotional Response
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      – SubjectFull: Emotional Disturbances
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Self Control
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      – SubjectFull: Behavioral and Emotional Rating Scale
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      – TitleFull: Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance
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