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.
ASJC Scopus subject areas
- Clinical Psychology