Strengths-based assessment differences across students with LD and EBD

Robert Reid, Michael H. Epstein, Dena A. Pastor, Gail R. Ryser

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

Current assessment techniques for children with learning disabilities (LD) and emotional and behavioral disorders (EBD) are typically focused on identifying deficits. In this study we investigated the use of an alternative strength-based perspective, using the Behavioral and Emotional Rating Scale (BERS). Results showed that the BERS discriminated among students with LD and EBD and those who were nondisabled. The use of the BERS improved significantly over chance in classifying students with EBD and nondisabled students, but not in classifying students with LD. This suggests that the BERS may be useful in the EBD assessment process. Implications for future research are discussed.

Original languageEnglish (US)
Pages (from-to)346-355
Number of pages10
JournalRemedial and Special Education
Volume21
Issue number6
DOIs
StatePublished - Jan 1 2000

Fingerprint

Learning Disorders
rating scale
learning disability
Students
student
Process Assessment (Health Care)
Disabled Children
deficit
Behavior Rating Scale

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Strengths-based assessment differences across students with LD and EBD. / Reid, Robert; Epstein, Michael H.; Pastor, Dena A.; Ryser, Gail R.

In: Remedial and Special Education, Vol. 21, No. 6, 01.01.2000, p. 346-355.

Research output: Contribution to journalArticle

Reid, Robert ; Epstein, Michael H. ; Pastor, Dena A. ; Ryser, Gail R. / Strengths-based assessment differences across students with LD and EBD. In: Remedial and Special Education. 2000 ; Vol. 21, No. 6. pp. 346-355.
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