Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher's Report Form: A Replication and Extension

摘要

In the present study, we sought to extend instrument validation researchfor a strength-based emotional and behavior rating scale, the Teacher Rating Scaleof the Behavior and Emotional Rating Scale-Second Edition (BERS-2; Epstein, M.H. (2004). Behavioral and emotional rating scale (2nd ed.). Austin, TX: PRO-ED)through the use of convergent validation techniques. The associations between thestrength-based domains of the BERS-2 were examined in relation to problemsyndrome subscales of the Teacher's Report Form (TRF; Achenbach, T. M.(1991b). Manual for the teacher's report form and 1991 profile. Burlington: Uni-versity of Vermont, Department of Psychiatry). Both measures were conducted with58 students with emotional disturbance in grades 2 through 12. The overall con-vergent validity of the BERS-2 and the TRF was strong, particularly for TRFexternalizing problems and associated syndromes. However, less evidence emergedfor the convergence of domain subscales characterized by behaviors of an inter-nalizing nature. These results provide further support for the use of the BERS-2 in the assessment of the social and behavioral functioning of students with emotionaldisturbance.