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Essay / Research Paper Abstract
5 pages in length. The purpose of the Behavioral and Emotional Rating Scale, 2nd Edition (BERS2), is to evaluate competency and strengths of children from ages five to eighteen. Primary measurements include interpersonal strengths, school functioning, intrapersonal strength, family involvement and career strength (Epstein, 2004). Test administration is such that the child completes the test in a ten-minute time frame; parents and/or teachers are observers in this three-pronged scale. Drawbacks of this scale, as is the same with similar tests, is the manner by which myriad elements play a critical role in the ultimate outcome of results, not the least of which includes such factors as social and interpersonal functioning, behavioral and cognitive functioning, clinical symptoms, school performance, family functioning and living arrangement restraints. Bibliography lists 8 sources.
Page Count:
5 pages (~225 words per page)
File: LM1_TLCBehavEmo.rtf
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Unformatted sample text from the term paper:
functioning, intrapersonal strength, family involvement and career strength (Epstein, 2004). Test administration is such that the child completes the test in a ten-minute time frame; parents and/or teachers are
observers in this three-pronged scale. Drawbacks of this scale, as is the same with similar tests, is the manner by which myriad elements play a critical role in the
ultimate outcome of results, not the least of which includes such factors as social and interpersonal functioning, behavioral and cognitive functioning, clinical symptoms, school performance, family functioning and living arrangement
restraints (Huang et al, no date). Standardized national sample of non-disabled children and those with emotional and behavioral disorders sought to determine criterion validity, factor structure and reliability of the
BERS2. Factors analyzed included family involvement, affective development, interpersonal strengths and school functioning. Findings indicate female ratings were higher with each factor, as well as in relation to
the overall score. Respondents with emotional/behavioral disorders rated considerably lower than those who did not have disorders (Epstein et al, 2002). Inasmuch as the fundament reason behind assessment scales
such as the BERS2 is to "inform decision making" (Uhing et al, 2005, p. 181), it stands to reason how this test serves particularly useful in determining the prevalence of
at-risk students in academic populations. Uhing et al (2005) note how the BERS2 has been instrumental in establishing a connection between federal legislation such as Section 504 and the
Individuals with Disabilities Act (IDEA) of 1997 "designed to promote prosocial behavior and foster supportive environments for youth with ED and their families" (p. 181). Implementing full inclusion brings
to light a sensitive issue that addresses how special education students are educated, which appeals to the reluctance of educators to teach emotionally disabled students. In decades gone by,
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