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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. [ABSTRACT FROM PUBLISHER]

The purpose of the present study was to document the development and standardization of the Preschool Behavioral and Emotional Rating Scale and to examine its factor structure, internal consistency, and criterion validity. Data from a nationally representative sample (N = 1,471) of preschool children with and without disabilities were collected. An exploratory factor analysis identified four factors: Emotional Regulation, School Readiness, Social Confidence, and Family Involvement. The subscales and total instrument appear remarkably stable and consistent (.838 to .983). Age differences across 3-, 4-, and 5-year olds were small in magnitude, although girls were rated as possessing significantly more strengths than boys. Preschool children with disabilities were seen as having less emotional and behavioral strength than their peers without disabilities. The limitations and future research needs are discussed. [ABSTRACT FROM AUTHOR]

The Preschool Behavioral and Emotional Rating Scale (PreBERS) is a standardized, norm-referenced instrument that assesses the emotional and behavioral strengths of preschool children. Two studies that investigated the test–retest and inter-rater reliability of the PreBERS are reported. In the first study, teachers rated preschool children ( N = 96) on two occasions with 1 month between ratings. Reliability coefficients for the four subscales and total score of the PreBERS were all at or above 0.86. In the second study teachers and paraprofessionals rated the same preschool children ( N = 88). All of the correlations were over 0.72. In both studies the magnitude of correlations were large indicating that the PreBERS is a stable measure across time and raters. Based on the data the PreBERS appears to be a psychometrically sound instrument appropriate for use with preschool children. Recommendations for use with preschool children as well as future research are discussed. [ABSTRACT FROM AUTHOR]

Logistic regression analyses were used to establish the most robust set of risk factors that would best predict borderline/clinical levels of problem behavior (i.e., a t score at or above 60 on the Child Behavior Checklist Total Problem scale) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, 5 were most predictive of borderline/clinical levels of problem behavior: externalizing behavior pattern, internalizing behavior pattern, early childhood child maladjustment, family functioning, and maternal depression. Within these 5 domains, the most robust set of individual risk factors were difficult child (i.e., temperament, parent management skills, interaction between temperament and parent management skills), destroys own toys, and maternal depression. Results, limitations, future research, and implications are discussed. [ABSTRACT FROM AUTHOR]

Special education legislation has placed an increased emphasis on early intervention programs for children at risk for early literacy delays and behavioral disorders. Given this trend, it is important to understand the characteristics of students identified and served in at-risk programs. This study presents the findings from a cluster analysis on the early literacy and behavioral characteristics of 195 children screened at risk for behavioral disorders served in an early intervention program. Clustered variables included behavioral measures from the Early Screening Project (ESP; Walker, Severson, & Feil, 1995), Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992), and measures of early reading development from the Woodcock Reading Mastery Tests—Revised (WRMT-R; Woodcock, 1998). Split-half procedures and external criteria were used to validate results. Five distinct subgroups were revealed: Broad Risks, Academic Achievers, Primarily Behavior, Primarily Academic, and Extreme Behaviors. Results indicate heterogeneous characteristics and clear areas of behavioral and early reading risk between subgroups within the greater sample. Implications, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]