Convergent Validity and Test-Retest Reliability of the Preschool Behavioral and Emotional Behavior Rating Scale: Parents as Respondents

A number of professional organizations have called on the need for valid and reliable assessments that measure young children’s strengths and competencies for the purpose of making decisions about teaching and learning, identifying areas of lesser strength, and for designing and evaluating interventions. The Preschool Behavioral and Emotional Rating Scale (PreBERS; Epstein & Synhorst, in press) is a standardized test designed to assess the emotional and behavioral strengths and competencies of children 3 to 5 years of age. Two studies investigated the PreBERS with parents as the primary respondents. The first study investigated the convergent validity of the PreBERS by comparing it to the Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000). Because the PreBERS is a measure of emotional strengths and the C-TRF assesses problem behaviors, moderate to very large negative correlations (-.370 to -.775) were reported between the two measures. The second study investigated the test-retest reliability of the PreBERS over a one-month period. All of the correlations were over .787 indicating that the PreBERS is a stable measure across ratings. The results suggest that when parents are the primary respondents, the PreBERS is a valid and reliable measure for assessing emotional and behavioral strengths in preschool children

The Child Outcomes of a Behavior Model

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement. First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed

Bulbar and speech motor assessment in ALS: Challenges and future directions

Bulbar motor deterioration due to amyotrophic lateral sclerosis (ALS) leads to the eventual impairment of speech and swallowing functions. Despite these devastating consequences, no standardized diagnostic procedure for assessing bulbar dysfunction in ALS exists and adequate objective markers of bulbar deterioration have not been identifi ed. In this paper, we consider objective measures of speech motor function, which show promise for forming the basis of a comprehensive, quantitative bulbar motor assessment in ALS. These measures are based on the assessment of four speech subsystems: respiratory, phonatory, articulatory, and resonatory. The goal of this research is to design a non-invasive, comprehensive bulbar motor assessment instrument intended for early detection, monitoring of disease progression, and clinical trial application. Preliminary data from an ongoing study of bulbar motor decline are presented, which demonstrate the potential clinical effi cacy of the speech subsystem approach

Bulbar and speech motor assessment in ALS: Challenges and future directions

Bulbar motor deterioration due to amyotrophic lateral sclerosis (ALS) leads to the eventual impairment of speech and swallowing functions. Despite these devastating consequences, no standardized diagnostic procedure for assessing bulbar dysfunction in ALS exists and adequate objective markers of bulbar deterioration have not been identifi ed. In this paper, we consider objective measures of speech motor function, which show promise for forming the basis of a comprehensive, quantitative bulbar motor assessment in ALS. These measures are based on the assessment of four speech subsystems: respiratory, phonatory, articulatory, and resonatory. The goal of this research is to design a non-invasive, comprehensive bulbar motor assessment instrument intended for early detection, monitoring of disease progression, and clinical trial application. Preliminary data from an ongoing study of bulbar motor decline are presented, which demonstrate the potential clinical effi cacy of the speech subsystem approach

How general education students perceive disruptive behavior in one Midwestern middle school: An ethnography

Many qualitative studies have presented the reactions of general education teachers to disruptive students in their classrooms; however, there is a lack of data concerning how general education students perceive disruptive behavior. This ethnographic study explored ninth-grade student-informant\u27s insights on disruptive behaviors within the cultural setting of their academic environment. Findings include student-informants\u27 perceptions concerning the presence of disruptive behaviors in their classes; their descriptions of the disruptive behaviors; how they respond to those disruptions; and how they feel that the behavior of others influences their learning. Data were collected through long-term and repeated classroom observations, informant interviews and journals, and conversations with the informants. Analysis of data reveals the emergence of domains and themes. The transcribed study was verified through triangulation, long-term and repeated observations, member checks, peer examination, the use of an external auditor, and informant involvement in all phases of research. The final report was provided to the participating school district, principals and teachers. As educators continue to strive to maintain environments conducive to learning, this information is vital to decision makers. This study makes a unique contribution to the literature by providing an in-depth cultural portrait of ninth grade students\u27 interpretations of their experiences

How general education students perceive disruptive behavior in one Midwestern middle school: An ethnography

Many qualitative studies have presented the reactions of general education teachers to disruptive students in their classrooms; however, there is a lack of data concerning how general education students perceive disruptive behavior. This ethnographic study explored ninth-grade student-informant\u27s insights on disruptive behaviors within the cultural setting of their academic environment. Findings include student-informants\u27 perceptions concerning the presence of disruptive behaviors in their classes; their descriptions of the disruptive behaviors; how they respond to those disruptions; and how they feel that the behavior of others influences their learning. Data were collected through long-term and repeated classroom observations, informant interviews and journals, and conversations with the informants. Analysis of data reveals the emergence of domains and themes. The transcribed study was verified through triangulation, long-term and repeated observations, member checks, peer examination, the use of an external auditor, and informant involvement in all phases of research. The final report was provided to the participating school district, principals and teachers. As educators continue to strive to maintain environments conducive to learning, this information is vital to decision makers. This study makes a unique contribution to the literature by providing an in-depth cultural portrait of ninth grade students\u27 interpretations of their experiences

Confirmatory Factor Analysis of the \u3ci\u3ePreschool Behavioral and Emotional Rating Scale\u3c/i\u3e (PreBERS) with Preschool Children with Disabilities

The Preschool Behavioral and Emotional Rating Scale (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement) could be replicated with an early childhood special education (ECSE) sample of children. Teachers who participated in the study rated a total of 1,103 preschool children with disabilities. Confirmatory factor analysis determined the extent to which the ECSE data fit the original four-factor PreBERS structure identified with the national normative sample. Results indicated that the four-factor structure demonstrated an acceptable fit with the ECSE sample

The Child Outcomes of a Behavior Model

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement. First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed