Behavior rating scales for assessment of emotional disturbance: A critical review of measurement characteristics

This review provides an overview and critique of the design characteristics, technical properties, and validity evidence of behavior ratings scales focusing on measurement of the characteristics of emotional disturbance. Manuals and published research supporting nine parent and teacher rating scales were reviewed. These rating scales included the Behavior Evaluation Scale-2: Home Version (McCarney, 1994a); the Behavior Evaluation Scale-2: School Version (McCarney, 1994b); the Behavior Disorders Identification Scale, Second Edition: Home Version (McCarney & Arthaud, 2000a); the Behavior Disorders Identification Scale, Second Edition: School Version (McCarney & Arthaud, 2000b); the Devereux Behavior Rating Scale-School Form (Naglieri, LeBuffe, & Pfieffer, 1993); the Emotional and Behavior Problem Scale, Second Edition: Home Version (McCarney & Arthaud, 2001a); the Emotional and Behavior Problem Scale, Second Edition: School Version (McCarney & Arthaud, 2001b); the Scale for Assessing Emotional Disturbance (Epstein & Cullinan, 1998); and the Social-Emotional Dimension Scale (Hutton & Roberts, 1986). All instruments demonstrated several limitations in technical adequacy and were supported by generally incomplete and weak collections of validity evidence that limit their usefulness during the assessment of behaviors associated with emotional disturbance

A review of the Beck Youth Inventories of Emotional and Social Impairment

This review focused on the Beck Youth Inventories of Emotional and Social Impairment (BYI) [Beck, J., Beck, A., & Jolly, J. (2001). Beck Youth Inventories of Emotional and Social Impairment manual. San Antonio: Psychological Corporation]. The BYI were designed as self-report instruments for assessing maladaptive cognitions and behaviors of children ages 7 to 14. They include inventories measuring anxiety, depression, disruptive behavior, anger, and self-concept. The review evaluated the development, standardization, and norming of the BYI and the evidence of reliability and validity of their scores. Although the BYI achieve many of the goals outlined by their authors, users should be aware that there are a number of limitations or unanswered questions regarding the inventories. © Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved