Abstract
Information from multiple sources is recommended when assessing students’ emotions and behaviors. Relatively few studies about
cross informant agreement of behavioral and emotional strengths exist, especially for students with special education needs.
The purpose of this study was to extend the cross informant agreement research of the Behavioral and Emotional Rating Scale
(BERS-2) with a sample of Finnish parents, teachers and students. First, we studied the cross informant agreement of students’
behavioral and emotional strengths between informants. Second, we explored the agreement separately for students with and
without special education needs. Finally, we studied the convergent and divergent (discriminant) correlations of the Finnish
BERS-2. The results show that the cross informant agreement of students’ behavioral and emotional strengths were small to
large with correlation coefficients ranging from .11 to .58 between different informants. The cross informant correlations,
however, were higher in magnitude for students who receive special education support (r = .29 to .78) than for those students who do not receive support (r = −.02 to .45). Mean convergent correlations were higher than mean divergent correlations. The results suggest that the Finnish
BERS-2 is a reliable measure in assessing student strengths across informants. The limitations, future research directions,
and implications are discussed.
cross informant agreement of behavioral and emotional strengths exist, especially for students with special education needs.
The purpose of this study was to extend the cross informant agreement research of the Behavioral and Emotional Rating Scale
(BERS-2) with a sample of Finnish parents, teachers and students. First, we studied the cross informant agreement of students’
behavioral and emotional strengths between informants. Second, we explored the agreement separately for students with and
without special education needs. Finally, we studied the convergent and divergent (discriminant) correlations of the Finnish
BERS-2. The results show that the cross informant agreement of students’ behavioral and emotional strengths were small to
large with correlation coefficients ranging from .11 to .58 between different informants. The cross informant correlations,
however, were higher in magnitude for students who receive special education support (r = .29 to .78) than for those students who do not receive support (r = −.02 to .45). Mean convergent correlations were higher than mean divergent correlations. The results suggest that the Finnish
BERS-2 is a reliable measure in assessing student strengths across informants. The limitations, future research directions,
and implications are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 1-9
- DOI 10.1007/s10826-011-9520-x
- Authors
- Erkko T. Sointu, Philosophical Faculty, Special Education, University of Eastern Finland, PO Box 111, 80101 Joensuu, Finland
- Hannu Savolainen, Philosophical Faculty, Special Education, University of Eastern Finland, PO Box 111, 80101 Joensuu, Finland
- Kristiina Lappalainen, Philosophical Faculty, Special Education, University of Eastern Finland, PO Box 111, 80101 Joensuu, Finland
- Michael H. Epstein, Center for Child and Family Well-Being, University of Nebraska-Lincoln, Lincoln, NE, USA
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024