Citation

Trout AL, Ryan JB, La Vigne SP, Epstein MH. J. Child Fam. Stud. 2003; 12(4): 399-410.

Copyright

(Copyright © 2003, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1023/A:1026059906344

PMID

unavailable

Abstract

As the field of mental health services shifts its focus to early intervention, the need to develop valid and reliable measures of young children's behavioral functioning is clear. Traditional assessment instruments have focused on deficits, problems, and pathologies to the exclusion of strengths and competencies. However, assessing child strengths provides parents, direct service providers, and educators with a more holistic view of the child's functioning and an understanding of skills from which individualized treatment and education plans may be written. The Behavioral and Emotional Rating Scale (BERS; Epstein & Sharma, 1998) is a strength-based instrument designed to identify children's behavioral and emotional strengths. The psychometrics of the BERS has been demonstrated through several studies; however, the focus has mainly been on older age students. We sought to assess the convergent validity of the BERS with kindergarten children. The results of these two studies provide further support of the psychometric characteristics of the BERS and indicate its appropriateness with young children.