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Objective: This article reports findings of three studies addressing convergent validity and test-retest reliability of the Youth Rating Scale of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2). Method: Pearson product-moment correlations were used in all three studies, the first two addressing convergent validity and the third addressing test-retest reliability. Results: Analysis indicated that (a) the six BERS-2 subscales and overall strength index were generally highly positively correlated with the social skills composite score from the Social Skills Rating System-Student Form (Secondary Level, Grades 7 to 12), (b) the BERS-2 subscales and strength index were generally moderately negatively correlated with the Problem scales of Achenbach’s Youth Self-Report, and (c) test-retest reliability coefficients over a 1-week period were all above .80. Conclusions: Results provide evidence that the BERS-2 Youth Rating Scale has acceptable psychometric properties and may be considered for use by social work practitioners in assessment and intervention activities.

In this article, two studies that investigate the convergent validity of the Behavioral and Emotional Rating Scale (BERS) are reported. In both studies, special education teachers of students identified as seriously emotionally disturbed completed the BERS and a second measure of child functioning. In the first study, the five BERS subscales and overall strength quotient were correlated with the five subscales and total score from the Walker-McConnell Scale of Social Competence and School Adjustment-Adolescent Version. Correlations were generally moderate to high. In the second study, the BERS was correlated to the five competence scales, the broad-band dimensions (i.e., Internalizing and Externalizing), and the Total Problem score of Achenbach's Teacher Report Form. Correlations were generally moderate to high for the competence scales and the externalizing dimension, but not for the internalizing dimension. Recommendations for use of the BERS are discussed.A primary goal of practitioners and researchers in the social sciences has been the development of assessment tools that provide reliable and valid indicators of various skills. In general, assessment instruments have been used to identify deficits or problems in an individual's or a group's performance for the purpose of screening, diagnosis, identification, or remediation. In the area of emotional and behavioral disorders, there are many formal assessments that possess strong psychometric properties and provide useful information to practitioners and researchers. The deficit-oriented focus of these measures may unnecessarily reduce the range of information collected on the behaviors of individuals with emotional and behavioral disorders, however, by limiting the focus of those who provide the data. Such a restricted focus may result in the failure to collect additional information about individuals that may be relevant to developing, implementing, and monitoring comprehensive service plans.

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.

Funded by the Jacob K. Javits Gifted and Talented Education Act, the Mustard Seed Project's major goal T91maoivti1ts was to train teachers to differentiate curricula for gifted students in the general education classroom. This study addressed the changes in classroom practices and the factors that influenced these changes. Changes were measured using the Classroom Instructional Practices Scale Johnsen, 1992). The sample included 1 urban and 5 rural sites, 8 principals, 74 teachers, mentor teachers, and 18 community representatives. Throughout the two years of implementation, majority of teachers at each site made changes. Changes in classroom practices and influencing factors, were determined from interviews, field notes, formal and informal observations, and a final survey. Participants cited staff-development activities, leadership, mentoring, resources, and project support as extremely beneficial.