Item-Based Psychometrics of the Preschool Behavioral and Emotional Rating Scale

Autor/inn/en	Cress, Cynthia J.; Lambert, Matthew C.; Epstein, Michael H.
Titel	Item-Based Psychometrics of the Preschool Behavioral and Emotional Rating Scale
Quelle	In: Journal of Early Intervention, 36 (2014) 3, S.212-222 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815115572149
Schlagwörter	Preschool Children; Rating Scales; Child Behavior; Behavior Problems; Emotional Problems; Disabilities; Psychometrics; Test Items; Test Validity; Test Reliability; Preschool Teachers; Factor Analysis; Test Theory; Student Characteristics; Self Control; School Readiness; Self Esteem; Family Involvement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Handicap; Behinderung; Psychometry; Psychometrie; Test content; Testaufgabe; Testvalidität; Testreliabilität; Erzieher; Erzieherin; Kindergärtnerin; Faktorenanalyse; Testtheorie; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Self-esteem; Selbstaufmerksamkeit
Abstract	The Preschool Behavioral and Emotional Rating Scale (PreBERS) is an assessment of emotional and behavioral strengths in preschoolers with well-established reliability and validity for educational and clinical application in children with and without disabilities. The present study provides further evidence of psychometric rigor for items and subscales within the PreBERS, including internal consistency, reliability, item quality, and factorial validity. A national sample of 1,292 preschool children whose teachers scored the PreBERS were analyzed using classical test theory, Rasch modeling, and confirmatory factor analysis. Results confirmed that individual items were internally consistent within a four-factor model, and showed consistent item difficulty, discrimination, and fit relative to their respective subscale scores. This analysis provides further confidence for the use of the PreBERS by teachers to determine emotional and behavioral strengths in preschool children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01