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Standardization of the behavioral and emotional rating scale: Factor structure, reliability, and criterion validity

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Abstract

The present study reports on the standardization of the Behavioral and Emotional Rating Scale and examines its factor structure, reliability, and criterion validity. Data on a national sample of children without disabilities (n=2,176) and children with emotional and behavioral disorders (n=861) were collected. Analysis of the data from the first sample identified five factors: interpersonal strengths, family involvement, intrapersonal strength, school functioning, and affective development. The factors appeared to be highly stable and reliable (.79 to .99). No statistically significant age or gender differences were noted, although females were rated higher on each factor and the overall score. The second sample was rated significantly lower than the first across the factors and total score. The article discusses future research issues and practical implications.

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Author information

Authors and Affiliations

  1. Center for At-Risk Children's Services, 202 Barkley Center, University of Nebraska, 68582-0732, Lincoln, NE

    Michael H. Epstein EdD (William Barkley Professor)

  2. PRO-ED, USA

    Gail Ryser PhD (Assistant Director of Research) & Nils Pearson PhD (Director of Research)

Authors
  1. Michael H. Epstein EdD
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  2. Gail Ryser PhD
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  3. Nils Pearson PhD
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Correspondence to Michael H. Epstein EdD.

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Epstein, M.H., Ryser, G. & Pearson, N. Standardization of the behavioral and emotional rating scale: Factor structure, reliability, and criterion validity. The Journal of Behavioral Health Services & Research 29, 208–216 (2002). https://doi.org/10.1007/BF02287707

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  • DOI: https://doi.org/10.1007/BF02287707

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