Assessing the Strengths of Young Children at Risk: Examining Use of the Preschool Behavioral and Emotional Rating Scale with a Head Start Population

Autor/inn/en	Griffith, Annette K.; Hurley, Kristin Duppong; Trout, Alexandra L.; Synhorst, Lori; Epstein, Michael H.; Allen, Elizabeth
Titel	Assessing the Strengths of Young Children at Risk: Examining Use of the Preschool Behavioral and Emotional Rating Scale with a Head Start Population
Quelle	In: Journal of Early Intervention, 32 (2010) 4, S.274-285 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815110384059
Schlagwörter	School Readiness; Disadvantaged Youth; Family Involvement; Factor Structure; Preschool Children; Rating Scales; Factor Analysis; At Risk Students; Student Behavior; Emotional Development; Student Characteristics; Self Esteem; Interpersonal Competence; Disabilities; Hispanic Americans; African Americans; Whites + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Faktorenstruktur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Faktorenanalyse; Student behaviour; Schülerverhalten; Gefühlsbildung; Self-esteem; Selbstaufmerksamkeit; Interpersonale Kompetenz; Handicap; Behinderung; Hispanic; Hispanoamerikaner; Afroamerikaner; White; Weißer
Abstract	Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10