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Levels of emotional and behavioral problems in children and adolescents demonstrate secular changes over time, warranting ongoing investigation. Prior studies examining secular trends in a range of such problems have been conducted in the U.S. and internationally. Research in this area generally has not fully considered the school setting. This study compared emotional and behavioral problems across two cohorts of students in the U.S. assessed over a 22-year time period as part of measurement development efforts for the Scales for Assessing Emotional Disturbance Rating Scale (SAED-RSRS; Epstein et al., 2020). Specifically, analyses drew from data collected via teacher report on matched cohorts of students for the 1998 (data collected from 1996 to 1997; n = 1,148) and 2020 (data collected from 2016 to 2018; n = 1,148) editions of the SAED-RS. After establishing measurement invariance across cohorts and testing for gender differences, structural equation modeling revealed statistically significant cohort mean differences on two of the five factors of the SAED-RS, suggesting increases over time in Inability to Learn (β = 0.09, p =.024) and Physical Symptoms and Fears (β = 0.14, p =.005) that were comparable for girls and boys. There were no statistically significant differences on the remaining factors: Relationship Problems, Inappropriate Behavior, and Unhappiness/Depression. Supplemental item-level tests revealed differences on 8 of the 39 SAED-RS items. Findings suggest increases in specific problem areas that could benefit from ongoing monitoring and targeted interventions to support contemporary students. [ABSTRACT FROM AUTHOR]

The present study examined the measurement properties of the Emotional and Behavioral Screener (EBS), a universal screening instrument which identifies students presenting with emotional and behavioral problems. The primary research questions sought to examine the degree to which the EBS item responses fit the Rasch model through evaluating fit of item responses to the Rasch model and item-measure correlations. The sample consisted of K-12 students with emotional disturbance (n = 1138) and with no identified disabilities (n = 1096). Students were rated by their teachers on the 10-item EBS. The findings suggested the EBS possesses favorable measurement properties such that most items had (1) overall good fit to the Rasch model, (2) a few items across age/gender that assess internalizing problems were found to be somewhat problematic, (3) the item hierarchy was found to align with logical and theoretical expectations, and (4) teachers endorsed the response options in a reliable and predictive manner with response categories mostly being distinguishable from one another. Overall, the results justify the interpretations and decisions made with the EBS scores. [ABSTRACT FROM AUTHOR]

Purpose: The Pediatric Quality of Life assessment (PedsQL™) is the most widely used measure for assessing adolescent health-related quality of life (HRQoL). While youth in residential treatment facilities face many physical and mental health, behavioral, education, and familial challenges that could impact their HRQoL, no research has sought to assess the factor structure of the PedsQL™ among youth receiving residential care. Methods: High school–aged youth ( N = 229) attending a large residential treatment center in Omaha, NE were recruited to complete a data collection packet comprised of various health assessments including the PedsQL. Four competing confirmatory factor analysis models were used to test the hypothesized internal structure of the PedsQL™ 4.0 Teen Report. Results: Models A, B, and C had acceptable CFI (≥.90), TLI (≥.90), and RMSEA (≤.08) fit indicators. However, factor loadings for items 5 and 6 were problematic. After removing the two problematic items, Model D was fit to the data and proved to be the superior of the four models. This model included two first-order factors (physical health problems; school attendance problems) and one second-order factor (psychological health problems). Conclusions: The findings suggest that researchers and practitioners studying youth in residential settings can reliably use the PedsQL™ to assess their HRQoL. [ABSTRACT FROM AUTHOR]

We confirmed the factor structure of the Behavioral and Emotional Rating Scale – 2nd Edition (BERS-2) with a normative parent and youth sample. The BERS-2, based on the Behavioral and Emotional Rating Scale (BERS), is a standardized instrument that assesses children's emotional and behavioral strengths. The original BERS was renormed to create a separate parent scale (Parent Rating Scale) and a youth self-report scale (Youth Rating Scale). In this study, we investigated whether the five-factor structure of the original BERS (i.e., interpersonal strengths, family involvement, intrapersonal strengths, school functioning, and affective strengths) could be replicated with normative parent and youth respondents. A total of 927 parents of students with and without disabilities and 1301 youth with and without disabilities volunteered to participate in the study. Confirmatory factor analysis was used to determine the extent to which the normative parent and youth data fit the original five-factor BERS structure. Results indicated that the five-factor structure demonstrated an acceptable fit with the normative parent and youth samples. Practical implications and future research ideas are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range –0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful. Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11). Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66). There was evidence to support a claim of the generalization and maintenance of findings. Implications, limitations, and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

As the field of mental health services shifts its focus to early intervention, the need to develop valid and reliable measures of young children's behavioral functioning is clear. Traditional assessment instruments have focused on deficits, problems, and pathologies to the exclusion of strengths and competencies. However, assessing child strengths provides parents, direct service providers, and educators with a more holistic view of the child's functioning and an understanding of skills from which individualized treatment and education plans may be written. The Behavioral and Emotional Rating Scale (BERS; Epstein & Sharma, 1998) is a strength-based instrument designed to identify children's behavioral and emotional strengths. The psychometrics of the BERS has been demonstrated through several studies; however, the focus has mainly been on older age students. We sought to assess the convergent validity of the BERS with kindergarten children. The results of these two studies provide further support of the psychometric characteristics of the BERS and indicate its appropriateness with young children. [ABSTRACT FROM AUTHOR]

Research and evaluation of the wraparound process has typically focused on outcomes, service providers, and costs. While many of these studies describe a process that is consistent with the wraparound approach, few studies have reported attempts to monitor or measure the treatment fidelity of the wraparound process. The purpose of this study was to assess the fidelity of the wraparound process in a community-based system of care using the Wraparound Observation Form-Second Version. Results from 112 family planning meetings indicated some strengths and weaknesses within the current system. Families and professionals were frequently involved in the planning and implementation of the wraparound process. However, informal supports and natural family supports were not present in a majority of the meetings. Given the significant number of youth served in wraparound programs, the benefits of using the Wraparound Observation Form-Second Version as an instrument to monitor the fidelity of the wraparound approach should not be ignored. [ABSTRACT FROM AUTHOR]

The push to rapidly implement the wraparound approach for families of children with serious emotional disturbance (SED) has resulted in a number of service models that may or may not be in accordance with its theoretical foundation. Given the number of wraparound programs being implemented nationwide, the need to develop instruments that can measure the fidelity of wraparound services in a reliable manner should not be ignored. The purpose of this study was to examine the interobserver agreement of the Wraparound Observation Form—Second Version (WOF-2), an observation system designed to assess the fidelity of wraparound services. Observations were conducted across 30 family planning meetings where wraparound services were provided. The mean percentage agreement across the 48 items was 96.7% (range 83.3–100%) and the average kappa statistic was 0.886 (range = 0.318–1.0). On the basis of these results, the WOF-2 appears to be a reliable instrument for assessing the delivery of wraparound services. [ABSTRACT FROM AUTHOR]

The present study reports on the standardization of the Behavioral and Emotional Rating Scale and examines its factor structure, reliability, and criterion validity. Data on a national sample of children without disabilities (n = 2,176) and children with emotional and behavioral disorders (n = 861) were collected. Analysis of the data from the first sample identified five factors: interpersonal strengths, family involvement, intrapersonal strength, school functioning, and affective development. The factors appeared to be highly stable and reliable (.79 to .99). No statistically significant age or gender differences were noted, although females were rated higher on each factor and the overall score. The second sample was rated significantly lower than the first across the factors and total score. The article discusses future research issues and practical implications. [ABSTRACT FROM AUTHOR]

The Scale for Assessing Emotional Disturbance (SAED) is a standardized, norm-referenced measure designed to operationalize the federal definition of Emotional Disturbance. It has demonstrated content validity and reliability. The two studies reported here address the SAED's concurrent validity. Samples in each study consisted of students identified with Emotional Disturbance. In both studies, special education teachers rated students on the SAED and a second measure of children's emotional and behavior problems. In the first study the SAED was compared to the Revised Behavior Problem Checklist . Correlations were generally moderate to high for similar subscales and low for dissimilar subscales. In the second study, the SAED was compared to the Teacher Report Form. Again, correlations generally were as expected and compatible with results of the first study. Results indicate that the SAED emotional and behavior problem subscales measure constructs akin to emotional and behavior problems measured by similar collections of item on the Revised Behavior Problem Checklist and Teacher Report Form. Implications of results and recommendations for use of the SAED are discussed. [ABSTRACT FROM AUTHOR]

Two studies are reported addressing the reliability of the Behavioral and Emotional Rating Scale (BERS). The first study investigated test-retest reliability over a two-week period to determine the stability of the measure over time. The second study investigated inter-rater reliability between two teachers or classroom aides who were familiar with a student to determine the consistency with which the measure can be used by different individuals. In each study, samples were drawn from populations of students identified with emotional or behavioral disorders as specified by federal statutes. Reliability coefficients in each study were above .80, the standard recommended for screening tests that are reported individually, and in most cases above .90. Implications for use of the BERS are discussed. [ABSTRACT FROM AUTHOR]

Presents a model needs assessment designed for implementation by an interagency coalition interested in developing a comprehensive system of community-based services for children and youth with emotional or behavioral disorders (EBD) and their families. Definition of needs assessment; Foundations for needs assessment; Needs assessment data utilization.

The child welfare system of the early 1990s was marked by the proliferation of home-based services. Research on the effectiveness of various home-based interventions indicates results have been equivocal. The need to make explicit the specific characteristics of the adults and children targeted for home-based services, particularly families from diverse cultural backgrounds, has been identified as a critically needed contribution to the literature. In this study, the characteristics and service utilization experiences of adults and families served in an urban, home-based, child welfare program was examined. The results are discussed in relation to findings on the characteristics and experiences of adults and families served in other settings. Implications for future research and service delivery are discussed. [ABSTRACT FROM AUTHOR]

Within the past decade, the wraparound approach has gained significant popularity in providing services to children with challenging social and family needs. While a plethora of wraparound programs have been developed and studies have been conducted to assess their effectiveness, the need to develop instruments that measure the implementation of wraparound services is clear. The purpose of the present study was to evaluate the reliability of a scale that measures wraparound services. In this study, the Wraparound Observation Form (WOF), was developed to evaluate the implementation of the wraparound process in treatment planning meetings. The WOF includes 34 closed-ended items that requires the respondent to note the occurrence or non-occurrence of specific events or behaviors at treatment planning meetings. In the present study, two data collectors attended planning meetings and independently completed the WOF. The inter-rater reliability was 95%. The WOF appears to be a reliable instrument and be appropriate in evaluating wraparound services. [ABSTRACT FROM AUTHOR]

Over the past few years, the number of children referred to and placed into the child welfare system has grown at an alarming rate. The growth has taxed the child welfare system's ability to provide reasonable services and to systematically investigate the outcome of these services. The need to develop a comprehensive data base on who receives child welfare services and the outcomes of these services has been raised by several leading professionals and organizations. The purpose of this article is to describe the personal, family, and service utilization characteristics of children who received services at a family preservation environment in an urban setting. Descriptive data are presented on 269 children who received services in this setting between 1991-1994. Results are discussed in terms of previous research, and implications for service delivery and future research efforts are offered. [ABSTRACT FROM AUTHOR]

We examined interrelationships among personal, family, and prior service utilization data collected on young people selected to participate in a Chicago suburban area system of care, with a detailed consideration of a subset of 176 White participants aged 9-20 years. Data obtained through a review of archival information and then analyzed included WISC IQ, grade retention, medication status, DSM diagnostic group, adjudication, marital status of parents, living situation before selection, maternal employment, public assistance status, family risk status, and placement history. Results showed that IQ and specific DSM diagnostic category were not important correlates of personal, family, or placement variables, although having a DSM diagnosis of any kind was. Family risk factors, including family history of mental illness, substance abuse, criminal conviction, and violence in the family, were related to other family variables, primarily. Adjudication and prescribed medication appeared to have been alternative responses to these young people's problems. A cluster analysis of these system of care participants' placement histories indicated five clusters characterized by varied personal and family correlates, as well as different patterns of placement usage. [ABSTRACT FROM AUTHOR]

Large urban areas present many challenges to those children and adults who reside in those settings. The social service workers in urban areas have clients with complex, multiple needs. Reliable and consistent workers are essential to successfully working with these families. In the current study, the job satisfaction of 29 social service workers in an urban child welfare agency was assessed using the Job Satisfaction Scale (JSS). The JSS measures satisfaction in 7 areas of one's job (i.e., work, supervision, coworkers, pay and promotion, work environment, training, and position). Data indicated that the staff were relatively satisfied, that satisfaction did not vary by staff position (family worker vs. social worker/supervisor), and that neither demographic factors nor prior experiences were predictors of job satisfaction. Implications for agency management and the provision of social services to urban families are discussed. [ABSTRACT FROM AUTHOR]

Increased attention to the plight of children and youth with emotional or behavioral disorders (EBD) and their families has led to innovations in the manner in which these individuals are served. Two such innovations have been the development of public systems of comprehensive, community-based care and individualized wraparound services. This study was part of one community's attempt to merge these two innovations and provide individualized wraparound services to children and youth with EBD through the auspices of public agencies. Direct service providers were surveyed to gather their input into how such services could best be developed and implemented. The survey focused on existing barriers to providing services and specific service priorities for system development. Methods and results are presented. Implications for the local system and future research needs are discussed. [ABSTRACT FROM AUTHOR]

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disordes (EBD). A primary consideration in this decision is the restrictiveness of the setting yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of the Scale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student profess and program outcomes. [ABSTRACT FROM AUTHOR]

We created a 40-item teacher rating scale to assess learning, social, and personal problems among students with serious emotional disturbance and no known handicaps. Special and regular educators completed ratings on 269 students with emotional disturbance and 49 nondisabled pupils aged 12-17 across the U.S. We categorized all subjects by race, gender, population density of residence, family status, and age, and students with serious emotional disturbance were also classified by type of placement, length of time in special education, and use of prescriptive medication. Results indicated that (a) adolescents with emotional disturbance had significantly more learning, social, and personal problems than nondisabled peers; (b) both males and females with emotional disturbance had more problems than similar gender nondisabled youth; (c) younger females had more problems than older ones; (d) youth with emotional disturbance in more restrictive placements had more problems than those in less restrictive educational settings; and (e) subjects with emotional disturbance on psychotropic medication had more personal problems than others taking stimulants or no prescription drugs. We discuss the findings related to other similar studies and the need for additional information on the interaction between learning, social, and personal difficulties among students identified as seriously emotionally disturbed. [ABSTRACT FROM AUTHOR]