Convergent and Criterion Related Validity of the Behavioral and Emotional Rating Scale-Second Edition as Translated into Lithuanian
Advisor Information
Phillip Nordness
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
6-3-2015 2:00 PM
End Date
6-3-2015 3:30 PM
Abstract
In a strength-based approach to assessment, practitioners measure a range of behavioral and emotional skills, competencies, and characteristics that contribute to a child’s potential for success in school, peer, and family relationships (Epstein 2004). Internationally there has been increased recognition of the value of strength-based assessment in educational and mental health service delivery. For instance in Lithuania, the Ministry of Education and Science approved a policy entitled, The Concept of Assessment of Pupils’ Achievement and Progress (approved by the Minister of Education and Science in 2004-02-25, the Law No 256), which was developed to outline strategies for assessment and to identify key elements in the assessment process. Among the key elements of this policy was that assessments should encourage student motivation by emphasizing strengths and achievement rather than failure. One of the most widely used strength-based assessment instruments in the United States is the Behavioral and Emotional Rating Scale-2 (BERS-2; Epstein 2004). The purpose of this study was to translate the Teacher version of the BERS-2 into Lithuanian and determine its validity for use in Lithuania. To this end, we examined the convergent validity of the Lithuanian BERS-2 with the Lithuanian Strengths and Difficulties Questionnaire. In addition, we examined the criterion related validity of the BERS-2. The results demonstrated moderate to high correlations, which suggests that the BERS-2 as translated into Lithuanian may be appropriate for teachers to use as a strength-based rating scale in Lithuania.
Convergent and Criterion Related Validity of the Behavioral and Emotional Rating Scale-Second Edition as Translated into Lithuanian
Dr. C.C. and Mabel L. Criss Library
In a strength-based approach to assessment, practitioners measure a range of behavioral and emotional skills, competencies, and characteristics that contribute to a child’s potential for success in school, peer, and family relationships (Epstein 2004). Internationally there has been increased recognition of the value of strength-based assessment in educational and mental health service delivery. For instance in Lithuania, the Ministry of Education and Science approved a policy entitled, The Concept of Assessment of Pupils’ Achievement and Progress (approved by the Minister of Education and Science in 2004-02-25, the Law No 256), which was developed to outline strategies for assessment and to identify key elements in the assessment process. Among the key elements of this policy was that assessments should encourage student motivation by emphasizing strengths and achievement rather than failure. One of the most widely used strength-based assessment instruments in the United States is the Behavioral and Emotional Rating Scale-2 (BERS-2; Epstein 2004). The purpose of this study was to translate the Teacher version of the BERS-2 into Lithuanian and determine its validity for use in Lithuania. To this end, we examined the convergent validity of the Lithuanian BERS-2 with the Lithuanian Strengths and Difficulties Questionnaire. In addition, we examined the criterion related validity of the BERS-2. The results demonstrated moderate to high correlations, which suggests that the BERS-2 as translated into Lithuanian may be appropriate for teachers to use as a strength-based rating scale in Lithuania.