Michael H Epstein
Biographic Data
| ID | 4100638 |
|---|---|
| NAME | Michael H Epstein |
| GIVEN NAMES | Michael H |
| FAMILY NAME | Epstein |
| SIGNATURE | EPSTEIN M H |
| AFFILIATIONS | University of Nebraska–Lincoln |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Characteristics of emotional disturbance of female and male students in elementary, middle, and high school
Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics ( Inability to Learn ; Relationship Problems ; Inappropriate Behavior ; Unhappiness or Depression ; Physical Symptoms or Fears ), plus Socially Maladjusted . We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with foll…
Differential item functioning of the Scales for Assessing Emotional Disturbance‐3 for White and African American students
The present study investigated the psychometric properties of the Scales for Assessing Emotional Disturbance – Third Edition: Rating Scale (SAED‐3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED‐3 RS scores between White and African American students and (b) the impact of differential item functionin…
Cross-informant agreement of the Behavioral and Emotional Rating Scale for youth in community mental health settings
Psychometrics of the Preschool Behavioral and Emotional Rating Scale With Children From Early Childhood Special Education Settings
In a previous study with a nationally representative sample, researchers found that the items of the Preschool Behavioral and Emotional Rating Scale can best be described by a four‐factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement). The findings of this investigation replicate and extend these previous results with a national sample of children ( N = 1,075) with disabilities enrolled in earl…
Youth and parent perceptions of aftercare supports at discharge from residential care
While much is known about youth struggles after reintegration into the home and community settings following stays in out‐of‐home care, little is known about appropriate supports for aftercare, or parent (see Note ) and youth perceptions during this critical transition period. This study seeks to begin to address these questions through surveys evaluating youth ( n = 48) and parent ( n = 48) perceptions of (i) transition planning, family prepared…
Health-related quality of life among adolescents in residential care
The purpose of this article is to describe the health-related quality of life (HRQoL) of adolescents in residential care and to examine selected correlates. A sample of 229 adolescents (mean age=17 years) living in a residential care setting completed a validated measure of HRQoL (PedsQL 4.0 Generic Scales). Mean-level scores for Total HRQoL, Physical HRQoL, and Psychosocial HRQoL were examined, and the percentage of youth scoring below a clinica…
Evaluating Service Delivery of an Aftercare Model for School-Aged Youths Departing Residential Care
Much is known about the services youths receive when placed in residential care, yet services in aftercare remain poorly defined. We describe a method of tracking service delivery in a newly developed aftercare program, On the Way Home (OTWH), for youths reintegrating into home, school, and community settings following a stay in a residential care. Results reveal that OTWH addressed key areas related to successful transition outcomes and provided…
Patterns and correlates of adolescent weight change in residential care
Gender differences in perceptions of aftercare supports and services
Confirmatory factor analysis of the PedsQL among youth in a residential treatment setting
On the Way Home
Youth at entry to residential treatment
Creating and Sustaining Effective Partnerships to Advance Research on Youth With Serious Emotional and Behavioral Disorders
A key barrier to conducting research involving children and families is the difficulty of creating partnerships among researchers, treatment agencies, and schools. This article describes several key factors that were essential to establishing an effective research collaboration between practitioners and university-based researchers, including a mutual respect for the unique needs of research and practice; a strategy for joint decision making; a p…
Developing aftercare
The academic status of children and youth in out-of-home care
Validity and Reliability of the Behavioral and Emotional Rating Scale (2nd Edition)
Objective: This article reports findings of three studies addressing convergent validity and test-retest reliability of the Youth Rating Scale of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2). Method: Pearson product-moment correlations were used in all three studies, the first two addressing convergent validity and the third addressing test-retest reliability. Results: Analysis indicated that (a) the six BERS-2 subscales and …
Parents' Perceptions of Services for Children and Youth with Emotional and Behavioral Disorders
Increased concern about the pervasive problems children and youth with emotional or behavioral disorders (EBD) experience has led to the planning and development of alternative approaches to serving these individuals and their families. One alternative approach includes the development of a comprehensive, community- based system of care. This study encouraged parent participation in a county-wide needs assessment designed to facilitate the develo…
Behavior problems of handicapped adolescent female students
Behavior problems of handicapped adolescent female students
The Slosson Intelligence Test as a Quick Screening Test of Mental Ability with Profoundly and Severely Retarded Children
The study investigated the test-retest reliability of the Slosson Intelligence Test when administered and scored by 9 special education teachers who had no experience in psychological testing. Subjects were 53 profoundly and severely retarded children, ranging in age from 5 to 16 yr. Pearson product-moment coefficients were .92 for girls, .96 for boys, and .94 for all subjects for scores on two occasions. The results support Slosson's contention …
Validity and Reliability of the Behavioral and Emotional Rating Scale (2nd Edition)
Objective: This article reports findings of three studies addressing convergent validity and test-retest reliability of the Youth Rating Scale of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2). Method: Pearson product-moment correlations were used in all three studies, the first two addressing convergent validity and the third addressing test-retest reliability. Results: Analysis indicated that (a) the six BERS-2 subscales and …
On the Way Home
Youth and parent perceptions of aftercare supports at discharge from residential care
While much is known about youth struggles after reintegration into the home and community settings following stays in out‐of‐home care, little is known about appropriate supports for aftercare, or parent (see Note ) and youth perceptions during this critical transition period. This study seeks to begin to address these questions through surveys evaluating youth ( n = 48) and parent ( n = 48) perceptions of (i) transition planning, family prepared…
Gender differences in perceptions of aftercare supports and services
Developing aftercare
Youth at entry to residential treatment
Creating and Sustaining Effective Partnerships to Advance Research on Youth With Serious Emotional and Behavioral Disorders
A key barrier to conducting research involving children and families is the difficulty of creating partnerships among researchers, treatment agencies, and schools. This article describes several key factors that were essential to establishing an effective research collaboration between practitioners and university-based researchers, including a mutual respect for the unique needs of research and practice; a strategy for joint decision making; a p…
The Slosson Intelligence Test as a Quick Screening Test of Mental Ability with Profoundly and Severely Retarded Children
The study investigated the test-retest reliability of the Slosson Intelligence Test when administered and scored by 9 special education teachers who had no experience in psychological testing. Subjects were 53 profoundly and severely retarded children, ranging in age from 5 to 16 yr. Pearson product-moment coefficients were .92 for girls, .96 for boys, and .94 for all subjects for scores on two occasions. The results support Slosson's contention …
Behavior problems of handicapped adolescent female students
Behavior problems of handicapped adolescent female students
Parents' Perceptions of Services for Children and Youth with Emotional and Behavioral Disorders
Increased concern about the pervasive problems children and youth with emotional or behavioral disorders (EBD) experience has led to the planning and development of alternative approaches to serving these individuals and their families. One alternative approach includes the development of a comprehensive, community- based system of care. This study encouraged parent participation in a county-wide needs assessment designed to facilitate the develo…
Validity and Reliability of the Behavioral and Emotional Rating Scale (2nd Edition)
Objective: This article reports findings of three studies addressing convergent validity and test-retest reliability of the Youth Rating Scale of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2). Method: Pearson product-moment correlations were used in all three studies, the first two addressing convergent validity and the third addressing test-retest reliability. Results: Analysis indicated that (a) the six BERS-2 subscales and …
The academic status of children and youth in out-of-home care
Creating and Sustaining Effective Partnerships to Advance Research on Youth With Serious Emotional and Behavioral Disorders
A key barrier to conducting research involving children and families is the difficulty of creating partnerships among researchers, treatment agencies, and schools. This article describes several key factors that were essential to establishing an effective research collaboration between practitioners and university-based researchers, including a mutual respect for the unique needs of research and practice; a strategy for joint decision making; a p…
Developing aftercare
Confirmatory factor analysis of the PedsQL among youth in a residential treatment setting
On the Way Home
Youth at entry to residential treatment
Evaluating Service Delivery of an Aftercare Model for School-Aged Youths Departing Residential Care
Much is known about the services youths receive when placed in residential care, yet services in aftercare remain poorly defined. We describe a method of tracking service delivery in a newly developed aftercare program, On the Way Home (OTWH), for youths reintegrating into home, school, and community settings following a stay in a residential care. Results reveal that OTWH addressed key areas related to successful transition outcomes and provided…
Patterns and correlates of adolescent weight change in residential care
Gender differences in perceptions of aftercare supports and services
Youth and parent perceptions of aftercare supports at discharge from residential care
While much is known about youth struggles after reintegration into the home and community settings following stays in out‐of‐home care, little is known about appropriate supports for aftercare, or parent (see Note ) and youth perceptions during this critical transition period. This study seeks to begin to address these questions through surveys evaluating youth ( n = 48) and parent ( n = 48) perceptions of (i) transition planning, family prepared…
Health-related quality of life among adolescents in residential care
The purpose of this article is to describe the health-related quality of life (HRQoL) of adolescents in residential care and to examine selected correlates. A sample of 229 adolescents (mean age=17 years) living in a residential care setting completed a validated measure of HRQoL (PedsQL 4.0 Generic Scales). Mean-level scores for Total HRQoL, Physical HRQoL, and Psychosocial HRQoL were examined, and the percentage of youth scoring below a clinica…
Cross-informant agreement of the Behavioral and Emotional Rating Scale for youth in community mental health settings
Psychometrics of the Preschool Behavioral and Emotional Rating Scale With Children From Early Childhood Special Education Settings
In a previous study with a nationally representative sample, researchers found that the items of the Preschool Behavioral and Emotional Rating Scale can best be described by a four‐factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement). The findings of this investigation replicate and extend these previous results with a national sample of children ( N = 1,075) with disabilities enrolled in earl…
Differential item functioning of the Scales for Assessing Emotional Disturbance‐3 for White and African American students
The present study investigated the psychometric properties of the Scales for Assessing Emotional Disturbance – Third Edition: Rating Scale (SAED‐3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED‐3 RS scores between White and African American students and (b) the impact of differential item functionin…
Characteristics of emotional disturbance of female and male students in elementary, middle, and high school
Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics ( Inability to Learn ; Relationship Problems ; Inappropriate Behavior ; Unhappiness or Depression ; Physical Symptoms or Fears ), plus Socially Maladjusted . We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with foll…
Psychology (18 works) · Medicine (13 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Clinical Psychology (12 works) · Family and Disability Support Research (11 works) · Developmental psychology (10 works) · Clinical Psychology (8 works) · Child Welfare and Adoption (7 works) · Psychiatry (7 works) · Gerontology (6 works)