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

Autor/inn/en	Lambert, Matthew C.; January, Stacy-Ann A.; Gonzalez, Jorge E.; Epstein, Michael H.; Martin, Jodie
Titel	Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 8, S.999-1014 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Matthew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211038451
Schlagwörter	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; Behavioral and Emotional Rating Scale; Teacher Rating Scale + Suchen Sie Ihr Suchwort? Testvalidität; Student behaviour; Schülerverhalten; Emotionales Verhalten; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Selbstbeherrschung; Affective disturbance; Active behaviour; Affektive Störung; Lehrerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01