Validity and Reliability Evidence for the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students

Matthew C. Lambert, James Sinclair, Jodie R. Martin, Michael H Epstein

Research output: Contribution to journalArticlepeer-review

Abstract

Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.

Original languageEnglish (US)
JournalCareer Development and Transition for Exceptional Individuals
DOIs
StateAccepted/In press - 2022

Keywords

  • contexts
  • disability groups
  • disability groups
  • emotional disturbance/behavior disorders
  • high school
  • transition area
  • transition assessment or planning

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

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