Standardization of the behavioral and emotional rating scale: factor structure, reliability, and criterion validity.
The present study reports on the standardization of the Behavioral and Emotional Rating Scale and examines its factor structure, reliability, and criterion validity. Data on a national sample of children without disabilities (n = 2,176) and children with emotional and behavioral disorders (n = 861) were collected. Analysis of the data from the first sample identified five factors: interpersonal strengths, family involvement, intrapersonal strength, school functioning, and affective development. The factors appeared to be highly stable and reliable (.79 to .99). No statistically significant age or gender differences were noted, although females were rated higher on each factor and the overall score. The second sample was rated significantly lower than the first across the factors and total score. The article discusses future research issues and practical implications.
Epstein
Michael H
MH
Center for At-Risk Children's Services, 202 Barkley Center, University of Nebraska, Lincoln, NE 68582-0732, USA. mepstein1@unl.edu
Ryser
Gail
G
Pearson
Nils
N
D000293:Adolescent; D016022:Case-Control Studies; D002648:Child; D002652:Child Behavior / Q000145:classification*; D002653:Child Behavior Disorders / Q000145:classification*; D002675:Child, Preschool; D004644:Emotions / Q000145:classification*; D005260:Female; D006801:Humans; D008297:Male; D019964:Mood Disorders / Q000145:classification*; D011569:Psychiatric Status Rating Scales / Q000592:standards*; D011594:Psychometrics; D014481:United States