A comprehensive review of international research using the Behavioral and Emotional Rating Scale

Matthew C. Lambert, Erkko T. Sointu, Michael H. Epstein

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Child assessment practices have undergone, and are continuing to undergo, significant changes. Among the most prominent changes is the movement toward measuring child well-being, in general, and emotional and behavioral strengths, in particular. The Behavioral and Emotional Rating Scale (BERS) is a strength-based instrument which is widely used in the United States and is beginning to be used internationally. The purpose of this review was to assess the translation adaptation process and to determine the psychometric properties of the BERS scores when used in countries other than the United States. Results from 15 international studies indicated that the researchers followed acceptable standards for test adaptation and the BERS scores generally met acceptable professional standards for reliability and validity. The limitations with the review process and the published studies were identified, as well as the directions for future research and implications for professional practice.

Original languageEnglish (US)
Pages (from-to)215-226
Number of pages12
JournalInternational Journal of School and Educational Psychology
Volume7
Issue number3
DOIs
StatePublished - Jul 3 2019

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rating scale
Research
child well-being
Professional Practice
Child Welfare
Psychometrics
Reproducibility of Results
psychometrics
Research Personnel
Behavior Rating Scale

Keywords

  • Behavioral and Emotional Rating Scale
  • behavioral and emotional strengths
  • comprehensive review
  • strength-based assessment
  • test adaptation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A comprehensive review of international research using the Behavioral and Emotional Rating Scale. / Lambert, Matthew C.; Sointu, Erkko T.; Epstein, Michael H.

In: International Journal of School and Educational Psychology, Vol. 7, No. 3, 03.07.2019, p. 215-226.

Research output: Contribution to journalArticle

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