Development and standardization of a test to measure the emotional and behavioral strengths of preschool children

Michael H. Epstein, Lori L. Synhorst, Cynthia J. Cress, Elizabeth A. Allen

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

The purpose of the present study was to document the development and standardization of the Preschool Behavioral and Emotional Rating Scale and to examine its factor structure, internal consistency, and criterion validity. Data from a nationally representative sample (N = 1,471) of preschool children with and without disabilities were collected. An exploratory factor analysis identified four factors: Emotional Regulation, School Readiness, Social Confidence, and Family Involvement. The subscales and total instrument appear remarkably stable and consistent (.838 to.983). Age differences across 3-, 4-, and 5-year olds were small in magnitude, although girls were rated as possessing significantly more strengths than boys. Preschool children with disabilities were seen as having less emotional and behavioral strength than their peers without disabilities. The limitations and future research needs are discussed.

Original languageEnglish (US)
Pages (from-to)29-37
Number of pages9
JournalJournal of Emotional and Behavioral Disorders
Volume17
Issue number1
DOIs
StatePublished - Mar 2009

Keywords

  • Emotional/behavioral scale
  • Preschool
  • Strength-based assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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