Preliminary Psychometric Evidence of the Behavioral and Emotional Screening System Teacher Rating Scale–Preschool

• Published in: Assessment for effective intervention Vol. 40; no. 4; pp. 240 - 246
• Main Authors: Greer, Fred W., DiStefano, Christine A., Liu, Jin, Cain, Leia K.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2015; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Behavior; Behavior Problems; Behavior rating scales; Children; Clinical assessment; Emotional disturbances; Emotional Problems; Interrater Reliability; Predictive Validity; Preschool Children; Preschool Teachers; Psychometrics; Public Schools; Quantitative psychology; Rating Scales; Ratings & rankings; Reliability; Scores; Teacher Evaluation; Teachers; Test Reliability; Test Validity; Validity; screening; preschool; emotional/behavioral rating scales
• ISSN: 1534-5084; 1938-7458
• DOI: 10.1177/1534508415571594

The aim of this study was to provide psychometric evidence related to the Behavioral and Emotional Screening System Teacher Rating Scale–Preschool form’s (BESS TRS-P) ability to identify emerging problems in preschool children. Reliability and validity associated with screener scores were compared by analyzing teacher ratings of approximately 700 preschool children from 11 public schools. The BESS TRS-P provided high levels of internal consistency and inter-rater reliability among respondents. Furthermore, the form showed high predictive and concurrent validity estimates that were statistically significant and in expected directions. The information could assist teachers and school administrators in feeling more confident in using the BESS TRS-P to screen young children for behavioral/emotional problems.