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The Behavioral And Emotional Rating Scale

Mark K. Harniss, Michael H. Epstein, Gail Ryser, Nils Pearson

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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 dis turbed completed the BERS and a second mea sure of child functioning. In the first study, the five BERS subscales and overall strength quo tient 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 com petence 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. Recommenda tions for use of the BERS are discussed.