The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

doi:10.1177/073724770002500304

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The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

Journal Article•DOI•

The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

01 Apr 2000-Assessment for Effective Intervention (SAGE Publications)-Vol. 25, Iss: 3, pp 249-256

TL;DR: In this article, the assessment of children referred to and receiving special education services is based on a deficit model and questions about a deficit-driven assessment model have led to calls for alternativ...

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Abstract: Assessment of children referred to and receiving special education services is based on a deficit model. Recently, questions about a deficit-driven assessment model have led to calls for alternativ...

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Journal Article•DOI•

Assessing Strengths, Resilience, and Growth to Guide Clinical Interventions.

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Richard G. Tedeschi¹, Ryan P. Kilmer¹•Institutions (1)

University of North Carolina at Charlotte¹

01 Jun 2005-Professional Psychology: Research and Practice

TL;DR: An overview of psychological phenomena that may be associated with healthy adjustment trajectories and profitably integrated into strategies for clinical assessment and practice and selected strategies and approaches for conducting assessments that can guide intervention are described.

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Abstract: Recently, the field of mental health has incorporated a growing interest in strengths, resilience, and growth, psychological phenomena that may be associated with healthy adjustment trajectories and profitably integrated into strategies for clinical assessment and practice. This movement constitutes a significant shift from traditional deficit-oriented approaches. Addressing clinical practitioners, this article (a) provides a broad overview of these constructs and phenomena, (b) discusses their relevance for clinical assessment and intervention, and (c) describes selected strategies and approaches for conducting assessments that can guide intervention.

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328 citations

Cites background or methods from "The Behavioral and Emotional Rating..."

...Behavioral and Emotional Rating Scale: A strength-based approach to assessment....
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...…scales are solely strength based or developed specifically to assess competencies, one such measure is the Behavioral and Emotional Rating Scale (Epstein & Sharma, 1998), a 52-item scale that assesses the strengths and competencies of children and adolescents (ages 5–18) across Interpersonal…...
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...The Behavioral and Emotional Rating Scale yields norm-referenced standard scores and a global strength quotient for children and youth diagnosed with emotional and behavioral disorders, as well as nondiagnosed youngsters....
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...For example, the Behavioral and Emotional Rating Scale manual (Epstein & Sharma, 1998) details several uses for the scale, including (a) identifying strengths and need areas for intervention, (b) informing goals for individualized treatment plans, (c) documenting progress in a strength area as a…...
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...In contrast, Epstein and Sharma (1998) define strength-based assessment as the measurement of those emotional and behavioral skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults;…...
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Journal Article•DOI•

The Strength-Based Counseling Model

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Elsie J. Smith¹•Institutions (1)

Temple University¹

01 Jan 2006-The Counseling Psychologist

TL;DR: In this article, a strength-based model for counseling at-risk youth is proposed, and a case study is used to illustrate risk factors, protective factors, and strength assessment.

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Abstract: This article proposes a strength-based model for counseling at-risk youth. The author presents the assumptions, basic concepts, and values of the strength perspective in counseling and offers strength categories as a conceptual model for viewing clients’ behavior. Propositions leading toward a theory of strength-based counseling and stages of this model are given, representative strength-based counseling techniques are examined, and a case study is used to illustrate risk factors, protective factors, and strength assessment. Ethical, research, and training implications of the strength-based model of counseling are discussed.

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295 citations

Cites background or methods from "The Behavioral and Emotional Rating..."

...…and characteristics that create a sense of personal accomplishments; contribute to satisfying relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and promote one’s personal, social, and academic development” (Epstein & Sharma, 1998, p. 3)....
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...Strength levels vary, ranging on a continuum from low to high (Epstein, 1998; Epstein & Sharma, 1998)....
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...These strength-based instruments include the Behavioral and Emotional Rating Scale (Epstein & Sharma, 1998), California Healthy Kids Survey–Resilience Module (Constantine, Benard, & Diaz, 1999), Child and Adolescent Strengths Assessment Scale (Lyons et al., 2000), and Strengths and Difficulties…...
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...These strength-based instruments include the Behavioral and Emotional Rating Scale (Epstein & Sharma, 1998), California Healthy Kids Survey–Resilience Module (Constantine, Benard, & Diaz, 1999), Child and Adolescent Strengths Assessment Scale (Lyons et al., 2000), and Strengths and Difficulties Questionnaire (Goodman, 1999)....
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...Both the Behavioral and Emotional Rating Scale and the California Healthy Kids Survey measure individual strengths and have strong psychometric properties....
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Journal Article•DOI•

Empirically Based School Interventions Targeted at Academic and Mental Health Functioning.

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Kimberly Hoagwood¹, S. Serene Olin¹, Bonnie D. Kerker², Thomas R. Kratochwill³, Maura Crowe¹, Noa Saka¹ - Show less +2 more•Institutions (3)

Columbia University¹, New York City Department of Health and Mental Hygiene², University of Wisconsin-Madison³

01 Apr 2007-Journal of Emotional and Behavioral Disorders

TL;DR: This article examined empirically based studies of school-based mental health interventions and found that the types of mental health outcomes most frequently assessed included self-, peer-, teacher-, or parent-reported measures of social competence, aggression, or problem behaviors.

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Abstract: This review examines empirically based studies of school-based mental health interventions. The review identified 64 out of more than 2,000 articles published between 1990 and 2006 that met methodologically rigorous criteria for inclusion. Of these 64 articles,only 24 examined both mental health and educational outcomes.The majority of school-based mental health intervention studies failed to include even rudimentary measures of school-related outcomes. Analysis of the 24 studies yielded several key findings:The types of mental health outcomes most frequently assessed included self-, peer-, teacher-, or parent-reported measures of social competence, aggression, or problem behaviors. Academic scores and school attendance were the types of educational outcomes most frequently assessed.The majority of interventions focused on elementary students, had a preventive focus, and targeted prosocial, aggressive, and antisocial behaviors. Only 15 of the 24 studies demonstrated a positive impact on both educational a...

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284 citations

Journal Article•DOI•

Maximizing Student Learning The Effects of a Comprehensive School-Based Program for Preventing Problem Behaviors

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J. Ron Nelson, Ronald M. Martella¹, Nancy E. Marchand-Martella¹•Institutions (1)

Eastern Washington University¹

01 Jul 2002-Journal of Emotional and Behavioral Disorders

TL;DR: In this paper, a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors is proposed, which consists of five main elements: a schoolwide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan.

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Abstract: This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors.The program consists of five main elements— a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan—that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district's remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.

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214 citations

Cites background from "The Behavioral and Emotional Rating..."

...WJ-R = Woodcock-Johnson–Revised Tests of Achievement (Woodcock & Johnson, 1989); BERS = Behavioral and Emotional Rating Scale (Epstein & Sharma, 1998). an = 39. bn = 178. cF(1, 206). dF(4, 206)....
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...Behavioral Emotional Rating Scale (BERS)....
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...…effects of the program elements on the academic achievement (Woodcock-Johnson– Revised Tests of Achievement [WJ-R; Woodcock & Johnson, 1989]) and social competence (Behavioral and Emotional Rating Scale [BERS; Epstein & Sharma, 1998] of a cohort of target students who exhibited problem behaviors....
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...The second set consisted of two dependent measures for assessing overall effects of the program elements on the academic achievement (Woodcock-Johnson– Revised Tests of Achievement [WJ-R; Woodcock & Johnson, 1989]) and social competence (Behavioral and Emotional Rating Scale [BERS; Epstein & Sharma, 1998] of a cohort of target students who exhibited problem behaviors....
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Journal Article•DOI•

Using Sixth-Grade School Records to Predict School Violence, Chronic Discipline Problems, and High School Outcomes:

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Tary J. Tobin¹, George Sugai¹•Institutions (1)

University of Oregon¹

01 Jan 1999-Journal of Emotional and Behavioral Disorders

TL;DR: In this article, the use of school records of discipline referrals as a screening device was used to identify students who are candidates for functional behavioral assessments and strength-based assessments, which will guide the development of individualized interventions to prevent violence, chronic discipline problems, and negative high school outcomes.

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Abstract: In this study, literature that indicates a need for systematic methods to identify students who are candidates for functional behavioral assessments and strength-based assessments is reviewed. These assessments will guide the development of individualized interventions to prevent violence, chronic discipline problems, and negative high school outcomes. Longitudinal research involving an archival review of a randomly selected sample of 526 students is reported. This research supports the use of school records of discipline referrals as a screening device. Referrals for violence involving fighting in Grade 6 predicted similar referrals in Grade 8. Frequency of discipline referrals in Grade 6 predicted chronic discipline problems in later middle school, which predicted frequency of suspensions in Grade 9. Three or more suspensions in ninth grade predicted school failure. Boys referred for fighting more than twice and girls referred even once for harassing, as sixth graders, were not likely to be on track for...

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163 citations

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References

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Open Access

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Psychosocial Resilience and Protective Mechanisms

[...]

Michael Rutter¹•Institutions (1)

Medical Research Council¹

01 Jan 1990

TL;DR: The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities.

...read moreread less

Abstract: The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.

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5,519 citations

"The Behavioral and Emotional Rating..." refers background in this paper

...These open-ended questions address resiliency and protective factor issues that have been found related to the child’s overall adjustment (Rutter, 1987, 1989), particularly for children who are at risk for experiencing problems....
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Journal Article•DOI•

Psychosocial resilience and protective mechanisms.

[...]

Michael Rutter¹•Institutions (1)

Medical Research Council¹

01 Jul 1987-American Journal of Orthopsychiatry

TL;DR: In this paper, the concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and selfefficacy, and opening up of opportunities.

...read moreread less

5,077 citations

Book•

Manual for the Teacher's Report Form and 1991 Profile

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Thomas M. Achenbach

01 Jun 1991

2,016 citations

"The Behavioral and Emotional Rating..." refers methods in this paper

...For each study, teachers of students with EBD completed the BERS and either the Teacher Report Form (TRF, Achenbach, 1991) (n = 84), a measure of emotional and behavioral problems, the Self Perception Profile for Children (Harter, 1985) (n = 78), a measure of children’s global self-esteem, or the…...
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Journal Article•DOI•

Individualized services and supports through the wraparound process: Philosophy and procedures

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John E. VanDenBerg, E. Mary Grealish

01 Mar 1996-Journal of Child and Family Studies

TL;DR: The wraparound process is emerging as an alternative to the traditional treatment planning processes inherent in categorical services for children and adolescents with emotional and behavioral disorders as discussed by the authors, and the current practices which have been developed in the field are described.

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Abstract: The wraparound process is emerging as an alternative to the traditional treatment planning processes inherent in categorical services for children and adolescents with emotional and behavioral disorders. We describe the current practices which have been developed in the field. Key elements of the value and philosophical base for the wraparound process are discussed. Proposed procedural steps are described to aid communities in the implementation of the wraparound process. Due to social and policy pressures, it is likely that wraparound process implementations will continue to develop.

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227 citations

Journal Article•DOI•

The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents

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Michael H. Epstein

01 Sep 1999-Remedial and Special Education

TL;DR: The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment was developed to provide parents and professionals with a standardized, norm-referenced, reliable, and valid instrument to measure strengths as discussed by the authors.

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Abstract: Strength-based assessment has received considerable attention from parents and professionals in child welfare, family services, education, mental health, and other social services. The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment was developed to provide parents and professionals with a standardized, norm-referenced, reliable, and valid instrument to measure strengths. Several pilot studies were conducted to establish the validity of the scale prior to the scale being normed on a nationally representative sample. The purpose of the present article is to report on these validity studies.

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89 citations