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has demonstrated adequate internal consistency, factor structure and convergent validity.
The purpose of the present study was to examine the long-term test-retest reliability of
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year for three years in order to assess the stability of scores. All of the correlations were
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assessment model has been useful in identifying children in need of specialized services, it
may unnecessarily limit the range of information collected on the behaviors of a child with
or at-risk of behavior problems, by narrowing the focus of those who provide the data. This
restricted assessment model may result in the failure to collect information about children that
may be necessary and valuable to developing, implementing and evaluating comprehensive
treatment supports and interventions. In response to this concern, parents, policymakers,
practitioners and researchers have sought alternative assessment models that provide a more
holistic view of the child.
Recently, the value and importance of strength-based assessment has received considerable recognition in education, child welfare, family services, and mental health service delivHU\$OEUHFKW%UDDWHQ'UROHW3DTXLQ6RXW\ULQH6WUHQJWKEDVHGDVVHVVPHQW
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lead to a family that is engaged in the treatment process.
Over the past few years a number of assessments have been developed to assess the
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LONG-TERM RELIABILITY OF THE FINNISH BEHAVIORAL AND EMOTIONAL RATING SCALE
Matthew C. Lambert, Hannu Savolainen, Erkko T. Sointu, Kristiina Lappalainen, Michael H. Epstein
LONG-TERM RELIABILITY OF THE FINNISH
BEHAVIORAL AND EMOTIONAL RATING SCALE
SOCIAL WELFARE I N T E R D I S C I P L I NA R Y APPROACH „ 2015 5 ( 1 )
126
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for youth (Youth Rating Scale), parents (Parent Rating Scale), and teachers (Teacher Rating
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Internationally, the value of strength-based assessment has received considerable
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education programs have been integrating a positive, interactive approach to assessment that
takes student strengths, assets, competencies and resources into account. European educators
have acknowledged that strength assessments can be useful in planning and implementing
supports and services, and such assessments enhance the potential for students with disabilities
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and adapted for use in countries outside where the assessments were developed and normed.
However, when an assessment instrument is translated from one language into another
language or is used in a different cultural context, the instrument’s psychometric properties
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then a professional translator, who had received the information on the content and purpose
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English. To work toward language and content equivalence, the two versions were compared,
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and teacher ratings for students receiving full or partial special education services (Sointu,
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researchers found moderate to large correlations across the subscales of the two instruments.
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In addition to providing information on factor structure, convergent validity, cross
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individual differences in test scores are attributable to “true” differences in the characteristic
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retest reliability is an indication of a measure’s stability over a short (e.g., 2 weeks) or long
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the higher the estimated reliability. Long term reliability is necessary to determine particularly
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directly assess the attribute of interest (i.e., academic functioning), behavior rating scales
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of interest (i.e., child’s behavior). A number of factors such as rater bias or rater drift may
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characteristics such as academic functioning which are known to be stable over time, emotional
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scores are found to be relatively stable over a one- or two-year period, then the measure would
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a one- and two-year time period.
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of those students, respectively. The sample was drawn from a larger study on behavioral and
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received full-time special educational supports. The sample was homogenous in terms of race
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of the procedures).
LONG-TERM RELIABILITY OF THE FINNISH BEHAVIORAL AND EMOTIONAL RATING SCALE
Matthew C. Lambert, Hannu Savolainen, Erkko T. Sointu, Kristiina Lappalainen, Michael H. Epstein
127
SOCIAL WELFARE I N T E R D I S C I P L I NA R Y APPROACH „ 2015 5 ( 1 )
128
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recruited schools to participate in a study on the effects of school reform on child wellbeing.
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these schools consented to participate. Then parents of students in the consenting teachers’
classrooms were contacted to obtain consent for their child and themselves to participate.
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completing the assessment. Teachers received questionnaire packets with the target students
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were sent home with the students and returned to researchers in a pre-paid envelope. The return
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where only complete three year data existed from the youth, parent or teacher respondent.
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7KHRQH\HDULHEHWZHHQthDQGth grade) and two-year correlations (i.e., between
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Point-estimates for parent ratings were larger than both youth and teacher ratings, although
these differences were not tested statistically. Eleven of the two-year stability estimates were
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equivalent indicating that parent ratings were unexpectedly stable. Nonetheless, the magnitude
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ratings were the least stable compared to youth and parent ratings, but these differences were
not tested statistically.
Discussion
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Overall, the results of the study demonstrated that the youth, parent and teacher ratings of the
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population, and most importantly, to ratings by students and parents.
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prevention or intervention services. It would make little sense to plan services or supports around a
personal variable that would change markedly over time in the absence of intervention efforts. The
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are relatively stable over one and two year periods. This in turn suggests that observed changes
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measurement or characteristic instability but are likely related to planned interventions.
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and among the smallest of any country. However, future researchers should address this issue
by selecting a more geographically balanced and representative sample. Second, the schools,
teachers, parents and youth who provided the ratings all volunteered for the study. Three
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Third, the data were analyzed as if the students were representative of a single, homogenous
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groups such as students at-risk of academic or behavioral problems or students with school
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researchers should consider a more heterogeneous sample by collecting data across a wide age
range including young elementary and high school age students.
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Therefore, researchers should consider more substantive research questions related to the
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academic functioning, attendance patterns and behavior functioning. Another suggestion would
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interventions and supports and important educational outcomes. A further area of study would be
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LONG-TERM RELIABILITY OF THE FINNISH BEHAVIORAL AND EMOTIONAL RATING SCALE
Matthew C. Lambert, Hannu Savolainen, Erkko T. Sointu, Kristiina Lappalainen, Michael H. Epstein
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of strength-based assessment has received considerable recognition in education, child welfare, family
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