The (BERS-3) 

Behavioral and Emotional Rating Scale – Third Edition is a standardized, norm-referenced

scale that measures the behavior from three perspectives: the Youth Rating Scale (YRS), Parent Rating
Scale (PRS), and Teacher Rating Scale (TRS.) The BERS-3 identifies students’ individual behavior and
emotional strengths and the areas in which educational strengths need to be developed. The BERS-
3 measures several aspects of student strengths: Interpersonal Strength, Family Involvement,
Intrapersonal Strength, School Functioning, and Affective Strength. The Interpersonal Strength subscale
measures a student’s strengths in relating to others. The Family Involvement subscale measures a
student’s strengths in relationships and family life. The Intrapersonal Strength subscale measures a
student’s outlook on his or her competence in school and classroom tasks. The School Functioning
subscale measures a student’s strengths in school participation. The Affective Strength subscale measures
a student’s ability to accept affection from others and express feelings towards others.

The BERS-3 Strength Index measures the probability that a student has an emotional or behavioral
disorder. The mean is 100 and the standard deviation is 15. Average scores fall in the 90-110 range and
are considered as in the Low range, which suggests a low or average probability of a student having an
emotional or behavioral disturbance.

Extremely Low > 130 Very Low 111-120 Low 90-110 High 80-89 Very High 70-79 Extremely High <70

ParentName, StudentName, and TeacherName completed the BERS-3 and provided interpretability
useful results. However, TeacherName indicated that she was unsure some of StudentName’s emotional
strength abilities and that some responses were estimated. Thus, [TeacherName’s] may not reflect
StudentName’s emotional strength’s accurately and these scores should be interpreted with caution.

Their scores are listed below:

ParentName generated a scaled score of XX on the Interpersonal Strength subscale which falls in the
[Low] range. [Conversely/Similarly], TeacherName generated a scaled score of XX, which falls in the
[Low] range. StudentName generated a scaled score of XX, which falls in the [Low] range. This suggests
that ParentName perceives StudentName as able to control [his/her] behavior in social situations, while
TeacherName perceives StudentName as having [little/significant] difficulty in controlling emotions.
[Similarly,/Conversely], StudentName perceives [himself/herself] as having [little/significant] difficulty
in controlling emotions.

ParentName generated a scaled score of XX on the Family Involvement subscale, which falls in the
[Low] range. [Conversely/Similarly], TeacherName generated a scaled score of XX, which falls in the
[Low] range. StudentName generated a scaled score of XX, which falls in the [Low] range. This suggests
that ParentName perceives StudentName to participate in family activities with a positive outlook, while
TeacherName perceives StudentName as having a [positive/negative] outlook on family activities.
[Similarly,/Conversely], StudentName perceives family activities in a [positive/negative] manner.

ParentName generated a scaled score of XX on the Intrapersonal Strength subscale, which falls in the
[Low] range. [Conversely/Similarly], TeacherName generated a scaled score of XX, which falls in the
[Low] range. StudentName generated a scaled score of XX, which falls in the [Low] range. This suggests
that ParentName perceives StudentName as having competent self-confidence and general enthusiasm
about life, while TeacherName perceives StudentName as [lacking/possessing] self-confidence and
general enthusiasm about life. [Similarly,/Conversely], StudentName perceives [himself/herself] as
[lacking/possessing] self-confidence and general enthusiasm about life.
ParentName generated a composite score of 65 (1st percentile) on the School Functioning subscale, which
falls in the Very High range. Conversely, TeacherName generated a composite score of 100, (50th
percentile) which falls in the Low range. Similarly, StudentName generated a composite score of 120,
(91st percentile) which also falls in the Low range. This suggests that ParentName perceives
StudentName as having significant difficulty in completing school assignments in a timely manner as
well as having significant difficulty in sustained attention while completing homework, while
TeacherName perceives StudentName as being competent in school competency tasks. Similarly,
StudentName perceives herself as being independent in completing school tasks as well as turning in
assignments in a timely manner.

ParentName generated a scaled score of XX on the Affective subscale, which falls in the [Low] range.
[Conversely/Similarly], TeacherName generated a scaled score of XX, which falls in the [Low] range.
StudentName generated a scaled score of XX, which falls in the [Low] range. This suggests that
ParentName perceives StudentName as [receptive/having difficulty] in accepting affectionate gestures
and [receptive/having difficulty] in expressing emotions to others, while TeacherName perceives
StudentName as [receptive/having difficulty] in expressing emotions to others. [Similarly,/Conversely],
StudentName perceives [himself/herself] as [receptive/having difficulty] in accepting affectionate
gestures and [receptive/having difficulty] in expressing emotions to others.

The optional Career Strength subscale focuses on a student’s interest and aptitude for career and
vocational development. Here, ParentName rated StudentName in the [Low] range, while TeacherName
rated StudentName in the [Low] range, and StudentName rated [himself/herself] in the [Low] range. This
suggests that ParentName perceives StudentName as [having/lacking] career and vocational goals,
TeacherName perceives StudentName as [having/lacking] career and vocational goals.
[Similarly,/Conversely], StudentName perceives [himself/herself] as [having/lacking] career and
vocational goals.

ParentName generated a score of XX on the BERS-3 Strength Index, which falls in the [Low] range,
while TeacherName generated a score of XX on the BERS-3 Strength Index, which falls in the [Low]
range. Finally, StudentName generated a self-score of XX, which falls in the [Low] range. This suggests
that ParentName indicated a [weak/strong] probability that StudentName has an emotional or behavioral
disturbance, while TeacherName indicated a [weak/strong] probability that StudentName has an
emotional or behavioral disturbance, and StudentName self-identified as [having/not having] and
emotional or behavioral disturbance. TeacherName’s scores may underrepresent StudentName’s
emotional weaknesses as some of [his/her] responses were estimated. Additionally, StudentName’s
responses may underestimate [his/her] actions which may suggest lack of insight in [his/her] emotional
strengths and weaknesses. Contextual differences are common among different raters due to varying
environmental demands as well as individual perceptions and personality styles.

Overall, the above raters demonstrated [some/little/significant] consistency in their perception of

StudentName’s emotional strengths and weaknesses. The overall data suggests that ParentName perceives
Student Name as [having/competent] in appropriate actions/reactions in social situations, emotional
regulation, appropriate participation in family and community activities, and expressing affection.
Contrastly, TeacherName and StudentName perceives StudentName as being commensurate with same-
aged peers in emotional regulation. These differences are common and suggest multiple modes of
assessment to determine the true nature of StudentName’s emotional strengths and weaknesses.