Strengths-based assessment differences across students with LD and EBD

Current assessment techniques for children with learning disabilities (LD) and emotional and behavioral disorders (EBD) are typically focused on ident ifying deficits. In this study we investigated the use of an alternative st rength-based perspective, using the Behavioral and Emotional Rating Scale ( BERS). Results showed that the BERS discriminated among students with LD an d EBD and those who were nondisabled. The use of the BERS improved signific antly over chance in classifying students with EBD and nondisabled students , but not In classifying students with LD. This suggests that the BERS may be useful in the EBD assessment process. Implications for future research a re discussed.