The BERS-2 was created in response to the overwhelming number of assessment tools that seek to measure the deficits of children. Contrary to assessments of this nature, the BERS-2 aims to measure children's’ emotional and behavioral strengths through a battery of three separate rating scales. The child, along with a parent and teacher, go about completing their respective rating scales, which collect information regarding interpersonal strength, family involvement, intrapersonal strength, school functioning, and affective strength. Upon completion of the rating scales, the information gathered allows for five different documented uses. These uses include identifying children with limited strengths, determining IEP goals, recognizing strengths
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The numbers are then added to produce a raw score for each representative subscale. Following the completion of multiple rating scales, the examiner fills out a Summary Form that compiles additional data, such as identifying information, percentile ranks, referral and permission information, a graphical display, and interpretation and recommendations.
Norming sample: the norming sample is composed of four sets of data - two of which are specific to the Teacher Rating Scale. These sets comprise students both with and without disabilities (3,037 total) and were collected in 1996 in conjunction with the development of the original BERS. The PRS set (927 persons) and YRS set (1,301 persons) were both collected between 2001 and 2002.
The test targets students strengths instead of highlighting deficits. It has good test-retest reliability for all three forms. It is quick and easy to administer (can be given in less than 15 minute). content validity, criterion validity, and construct validity all were examined and provide evidence that the BERS-2 is a valid measure of behavioral and emotional strengths.The 3 forms can be used separately or together to get a more thorough picture. It is widely used throughout the country in schools as well as social service agencies. The test examines the child’s interpersonal strengths, functioning
The numbers are then added to produce a raw score for each representative subscale. Following the completion of multiple rating scales, the examiner fills out a Summary Form that compiles additional data, such as identifying information, percentile ranks, referral and permission information, a graphical display, and interpretation and recommendations.
Norming sample: the norming sample is composed of four sets of data - two of which are specific to the Teacher Rating Scale. These sets comprise students both with and without disabilities (3,037 total) and were collected in 1996 in conjunction with the development of the original BERS. The PRS set (927 persons) and YRS set (1,301 persons) were both collected between 2001 and 2002.
The test targets students strengths instead of highlighting deficits. It has good test-retest reliability for all three forms. It is quick and easy to administer (can be given in less than 15 minute). content validity, criterion validity, and construct validity all were examined and provide evidence that the BERS-2 is a valid measure of behavioral and emotional strengths.The 3 forms can be used separately or together to get a more thorough picture. It is widely used throughout the country in schools as well as social service agencies. The test examines the child’s interpersonal strengths, functioning