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ERIC Number: EJ911246
Record Type: Journal
Publication Date: 2011-Feb
Pages: 5
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0734-2829
Test Review: Michael H. Epstein and Lori Synhorst "Preschool Behavioral and Emotional Rating Scale" Austin, TX--PRO-ED, 2009
Drevon, Daniel D.
Journal of Psychoeducational Assessment, v29 n1 p84-88 Feb 2011
This article presents a review of the "Preschool Behavioral and Emotional Rating Scale" (PreBERS), a 42-item family member--or school personnel--completed rating scale designed to measure the behavioral and emotional strengths of preschool children ages 3-0 to 5-11. According to the manual, results can be used to identify preschoolers with limited behavioral and emotional strengths, plan interventions, and monitor progress. A unique aspect of the PreBERS is that it relies entirely on strength-based assessment rather than a deficit approach. One major advantage of the PreBERS is that it can aid in the early identification of behavioral and emotional difficulties. This is important considering the effectiveness of early intervention for behavioral and emotional difficulties. The PreBERS adds to the traditional assessment of behavioral and emotional functioning in two ways. First, the PreBERS has the unique advantage of examining behavioral and emotional strengths of preschoolers, which complements the traditional deficit approach in a number of ways. Furthermore, focusing on strengths in addition to difficulties may help in engaging parents and teachers in an assessment process that is sometimes too focused on deficits. Identifying behavioral and emotional strengths also may be considered in the development of interventions. Second, the PreBERS includes a measure of family involvement and cohesion, an area behavior rating scales for preschoolers do not generally address. Children with limited strengths in this area could potentially be referred for family intervention outside of the school once the nature of the difficulty is corroborated through other sources of information such as parent interviews. The author concludes that although the PreBERS results may assist in identifying preschoolers with limited behavioral and emotional strengths, its use in planning and monitoring interventions is limited because of the limited item sample. For planning instruction, PreBERS results should be supplemented with data from direct observation and interviews with individuals who know the child well. If used as part of a broader assessment, the PreBERS may be beneficial.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A