Factor structure of Classroom Behavior problems for mainstreamed and regular students

The purpose of this study was twofold: (1) to examine the factor structure of behavior exhibited in the regular classroom in order to provide a conceptual framework for classifying problem behavior relevant to the classroom setting, and (2) to determine the extent to which the factors generated from ratings of regular classroom children are similar to those generated from ratings of mainstreamed special education children. Thirty-five elementary-school teachers completed behavior ratings of all of their 876 students utilizing a group-administered adapted version of the Devereux Elementary School Behavior Rating Scale. The factor analysis yielded five factors defined as Conduct Problem, Personality Problem, Adaptive Classroom Behavior, Inadequacy-Immaturity, and Achievement Anxiety. Coefficients of factorial congruence confirmed the similarity between the pattern generated from ratings of regular students and that of mainstreamed students.     

Congruence of parents' and teachers' ratings of children's behavior problems

This study compared parents' and teachers' perceptions of behavior disorders in 1,008 white children enrolled in kindergarten through eighth grade. Data included background information and ratings on the Behavior Problem Checklist. For the most part, parents perceived more problems in their children than did teachers. Parents and teachers tended to agree that boys exhibited more deviant behavior than girls and that youngsters from the higher social classes had fewer disorders than those from the lower classes. Parent and teacher judgments were somewhat alike in that both groups tended to observe a pattern in the development of problems that first increased then decreased or first increased then decreased and leveled off across grades. Trends were more gradual for parents and sharper for teachers, or declines were not seen by parents that were seen by teachers. Bivariate correlations between parents' and teachers' evaluations were significant but low or low to moderate. Mother-teacher and father-teacher coefficients differed on Socialized Delinquency but were similar on the other behavioral dimensions. Although significant interactions of parentteacher relationships with sex and grade were infrequent, correlations between ratings by the two groups of informants were higher for boys than for girls; and correlations between parent and teacher judgments were lower for early grades than for later grades.     

Reliability of the AAMD adaptive behavior scale-public school version

Interrater reliability and stability of the AAMD Adaptive Behavior Scale- Public School Version, Part I was investigated. Thirty-one children enrolled in resource classes for the educable mentally handicapped were rated by their parent, special education teacher, regular classroom teacher, and an independent observer. Raters completed the scale a second time 2 weeks after the initial ratings. Significant differences were found between raters, although ratings were stable over time. In general, ratings of special education teachers were lower than those of parents, regular classroom teachers, and the observer.     

Diagnostic importance of combined parent and teacher ratings on the Revised Behavior Problem Checklist

The Revised Behavior Problem Checklist (RBPC) was completed by parents and teachers for 105 child psychiatry outpatient boys aged 6 to 12 years. In addition, DSM-III diagnoses were determined independent of checklist results, and the children were divided into major diagnostic groups of externalizing, internalizing, and mixed disorders. Combined parent and teacher ratings proved more effective than separate ratings in distinguishing the externalizing and mixed groups from the internalizing group on the RBPC externalizing factors. The overall classification of individual boys with discriminant function analysis increased from 72% to 83% when the ratings of both parents, rather than one parent, were combined with teacher ratings. Enhancing diagnostic accuracy of type of psychiatric disorder by using combined parent and teacher behavior checklist ratings is discussed.     

Teacher race,student race,and the behavior problem checklist

The ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacyimmaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field.     

Behavior problems of educationally handicapped and normal pupils

Male pupils identified as behaviorally disordered, learning disabled, and educable mentally retarded, as well as nonidentified normal boys, were rated by their teachers on the Behavior Problem Checklist. Analyses of the ratings indicated significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significant differences for age alone or in interaction with other factors. Categories of pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem dimensions of the Behavior Problem Checklist. Results were discussed in terms of some implications for special education and further research suggested by the present findings.This research was supported by grant number GOO-7700642 from the Bureau of Education for the Handicapped, U.S. Office of Education. Appreciation for their help in facilitating data collection is expressed to Jan Jones, Dee Tull, Dan Hurd, and Frank Kolinsky.     

Relationships of children's grade in school,sex, and social class to teachers' ratings on the behavior problem checklist

The present study investigated the relationships of children's grade in school, sex, and social class to teachers' ratings on the Behavior Problem Checklist (BPCL). The sample consisted of 1,999 white children from kindergarten through fifth grade who were in regular classes. Three conclusions may be drawn from the study. The first is that grade and the interactions of grade with sex and social class are determinants of scores on the BPCL, but that no particular trends are characteristic of the relationships between these and the dependent variables. The second is that sex and social class are also determinants of scores on the BPCL, with boys and children from the lower social classes having more problems and girls and children from the higher social classes having fewer problems. The third is that the differences between schools and between teachers are responsible for more of the variance on the BPCL than grade, sex, and social class.For permission and assistance in obtaining the sample, the authors gratefully acknowledge John Bowser, superintendent of the Alief Independent School District, Alief, Texas. The authors thank Dorothy Schreiner, secretary-to-the-superintendent, and the following school principals and their teachers for their valuable cooperation: Betty A. Bennett, Jane E. Hunt, Bertha Jamison, James Keel, and James R. Woodfin. Appreciation is also expressed to Richard M. Patterson and James J. Wilmoth who generously offered their advice concerning the data analysis.     

An investigation of relationships between teachers' ratings of behavior and children's personality traits

This study examined the relationships between teachers' ratings of children's behavior on the Behavior Problem Checklist and children's selfreported personality source traits on ageappropriate Personality Questionnaires. The sample consisted of 254 children from first through eighth grades and 13 teachers in a rural Maine elementary school. Analysis of the data revealed that teachers' ratings and children's self-reports in grades four through six agreed more frequently about problematic behavior than did children's self-reports and teachers self-ratings in grades one through three and seven and eight. In general, the study (1) supported the validity of teacher judgments made with the Behavior Problem Checklist, (2) demonstrated the ckitical need for more than one perspective when identifying and defining maladaptive behaviors potentially indicative of emotional disturbance, and (3) suggested the need to increase the accuracy of teachers' perceptions and evaluations of children's behavior.     

Behavior problems of children in regular classes and those diagnosed as requiring speech therapy

2,991 white children in regular classes and 106 white children requiring speech therapy were compared on Quay's Behavior Problem Checklist. The former had fewer problems checked in areas such as personality disorders and inadequacy-immaturity than did the latter, as expected, although the amount of variance accounted for was small. The groups did not differ on conduct problems and socialized deliquency. A question was raised about variations in psychotic signs.     

Utility of teacher behavior ratings for identifying special needs students

The purpose of this study was to explore the efficacy of a teacher behavior rating instrument for identifying special needs students. Using a modified form of theDevereux Elementary School Behavior Rating (DESB)Scale 35 kindergarten through grade 6 regular classroom teachers completed ratings on all of their 876 students. Subsequently, extensive aptitude, academic, social, and behavioral assessment was conducted and those students were identified who were in need of supportive educational programming to function adequately within the regular class setting. Analysis of the teacher behavior ratings indicated a highly significant difference between those students identified for special supportive services and their regular classroom peers on 9 of 11 behavioral factors. The findings lend clear support for the use of classroom teachers' behavior ratings in the identification process.     

Disturbing behaviors: comparison of regular and special education teachers

77 regular and 45 special education teachers rated how disturbing various students' behaviors would be when working with the students in the classroom setting. Comparison of the two groups of teachers' ratings showed that the regular teachers reported more disturbance than special education teachers on two of the scales of the Teacher Checklist of School Behavior, Aggressive Interaction and Teacher Avoidance.     

Intrinsic motivation among regular, special, and alternative education high school students.

This study examined motivationally related variables among three types of high school students. In particular, students' perceptions of competence, control, parental autonomy support, teacher autonomy support, peer autonomy support, and academic coping were investigated. Two hundred fifty-one juniors and seniors (104 regular education, 93 alternative education, and 54 special education) from a large Southern California school district participated. Significant group differences were found on measures of perceived competence, academic coping, and parental autonomy support. Specifically, regular education students had a higher level of self-reported academic competence than did special education students. Further, regular education and special education students reported that their parents were more involved in their lives as compared with alternative education students. Finally, regular education students reported a higher level of academic anxiety than did special education and alternative education students; however, regular education students had the highest level of positive coping. The implications of these findings are discussed.     

Behavior problems of anglo and Mexican-American children

The present investigation compared Anglo (N=1,999) and Mexican-American children (N=192) on the four factors of the Behavior Problem Checklist (BPCL). Teachers provided general information and BPCL ratings. The Anglo children manifested more problems on three of the factors than did the Mexican-American children. Significant interactions of grade, sex, and social class with ethnic group were revealed for two of the factors.The authors wish to thank Dr. John Bowser, superintendent of the Alief Independent School District, for his support, encouragement, and cooperation in this study. In addition, they express appreciation for the assistance rendered by Mrs. Dorothy Schreiner, secretary to the superintendent, and for participation of the principals and teachers.     

Validation and Standardization of the Dutch Trauma Symptom Checklist for Young Children in a Normative and Clinical Sample

The study aimed to describe the psychometric properties of the Dutch version of the Trauma Symptom Checklist for Young Children (TSCYC) in normative and clinical populations in the Netherlands. Caregivers’ ratings on the TSCYC were obtained for 1,802 children from the normal population, and for 515 children from a clinical population of traumatized children. In the clinical sample, additional measures were taken. The internal consistency and test-retest reliability of TSCYC scales were adequate. Confirmatory factor analysis showed acceptable fit on the putative scale structure. Regarding criterion validity, the clinical sample scored significantly higher on all clinical scales when compared to the normal population sample. Within the clinical sample, significant associations were found between TSCYC scales and convergent scales of other instruments. The Posttraumatic Stress-Total subscale demonstrated excellent discriminative ability between traumatized children and children from the normal population. The Dutch version of the TSCYC proved a valid and reliable instrument to measure trauma symptoms in young children through caregiver report, similar to the original American version. Further comparisons with diagnostic interviews are warranted.     

Classroom behavior and the academic progress of learning disabled students

A total of 43 learning disabled (LD) students who were identified in grades 1–3 were followed up in their second year of special education services. Teachers completed the Classroom Behavior Inventory (CBI) for each LD student and for randomly selected classmates, and both groups of students were observed with the SCAN system in regular classroom settings. Group differences in teacher perceived task orientation, independence, and verbal expressiveness replicated previous findings with the CBI for this LD sample. SCAN observations partially replicated previous results in that LD children interacted with teachers more often than classmates. Multiple regression analyses indicated that both measures of behavior were predictive of reading achievement during year 1 when the LD children were identified, and that the CBI predicted academic progress from one year to the next. Both teacher ratings and observational evidence converged on the importance of task-oriented behavior, independent functioning, and socially appropriate behavior in understanding the poor achievement of LD students.     

The effects of essential fatty acid supplementation by efamol in hyperactive children

Thirty-one children, selected for marked inattention and overactivity, were studied in a double-blind, placebo-controlled crossover study of essential fatty acid (EFA) supplementation. Subjects received the active treatment and placebo conditions for 4 weeks each and were assessed on a variety of cognitive, motor, and standardized rating scale measures. EFA supplementation (evening primrose oil; Efamol®) resulted in significantly lower levels of palmitoleic acid (a nonessential fatty acid) and higher concentrations of dihomogammalinolenic acid, an EFA previously found to be deficient in some hyperactive children. Supplementation was also associated with significant changes on two performance tasks and with significant improvement to parent ratings on the subscales designated as Attention Problem and Motor Excess of the Revised Behavior Problem Checklist. However, a variety of eight other psychomotor performance tests and two standardized teacher rating scales failed to indicate treatment effects. When the experimentwise probability level was set at.05, only 2 of 42 variables showed treatment effects. Baseline EFA concentrations appeared to be unrelated to treatment response. It was concluded that EFA supplementation, as employed here, produces minimal or no improvements in hyperactive children selected without regard to baseline EFA concentrations.This study was supported by grants from Efamol Research Inc., and the Medical Research Council of New Zeland. We thank Messers. Patrick Flynn and Mark Norwood for carrying out the statistical analyses.     

Factor Structure and Criterion Validity of Secondary School Teacher Ratings of ADHD and ODD

Attention-Deficit Hyperactivity Disorder (ADHD) is currently viewed as a heterogeneous disorder with two factors: inattention and impulsivity–hyperactivity. This conceptualization of ADHD is based primarily on research with children or samples that mix children and adolescents. To examine if the 2-factor ADHD model is appropriate for adolescents and if the ADHD factors are distinct from Oppositional Defiant Disorder (ODD) in adolescents, teacher rating data were collected for 2 samples of adolescents. The results of a confirmatory factor analysis supported the convergent and divergent validity of a model with separate but correlated factors for inattention, impulsivity–hyperactivity, and defiant behavior. Further evidence of construct validity was found when factor scores were examined relative to the criterion variables of academic performance and rule-breaking behavior. The results support the utility of teacher ratings of ADHD and ODD in the assessment of adolescents, and the applicability of the DSM-IV conceptualization of these disorders to adolescents.     

THE USE OF THE BEHAVIOR PROBLEM CHECKLIST WITH GREEK DEAF CHILDREN IN CROSS-CULTURAL RESEARCH*

The Behavior Problem Checklist was completed by teachers of 127 students who attended a state supported school for the deaf in Athens, Greece. Analyses were performed which generated three, four, five, and ten factors. The biographic variables of sex and age were also included in some of the analyses to determine their effect, if any, on the factor structure. Results of the analyses were compared to analogous results for U.S. deaf children and Greek hearing children. Three factors which correspond to dimensions found in earlier research and previously labeled conduct problem, personality problem, and inadequacy-immaturity were found. Overall the Greek deaf children tended to have problem behavior patterns similar to the U.S. deaf and Greek hearing as well as other populations. It was apparent that these patterns for the Greek deaf children were largely independent of the deafness handicap and differences in cultural background.     

Relationship between academic placement and perception of abuse of the voice

Informal polling of public school speech-language pathologists indicated that special education teachers referred more children for disorders of voice than did regular classroom educators. This study evaluated the effect of academic placement (regular or special education settings) upon children's and their teachers' ratings of abuse of the voice. Analysis showed the two groups of teachers' criteria for judging abusive vocal behaviors differed while the children's ratings from each setting did not differ. The special educators appeared to perceive their students' vocal behavior as more abusive possibly due to environmental constraints, training or the social affective interactions of their students.     

Class size,pupil attentiveness and peer relations

Background: Despite a long‐running debate over the effects of class size differences on educational performance there is little evidence on the classroom processes that might be involved. Aims: The effects of class size differences are examined in relation to social and behavioural adjustment to school, in terms of two dimensions: attentiveness and peer relations. It was predicted that as class size increased there would be more inattentiveness in class and more signs of social difficulties between children in the form of more rejection, asocial, anxious and aggressive behaviour, and less prosocial behaviour. Samples: Data came from a large‐scale longitudinal study of children over KS1 (4‐7 years). The observation study was based on a subsample of 235 children in 21 small (average 19 children) and 18 large (average 33 children) reception classes (aged 5 years). The PBR sample involved over 5,000. Methods: There were two complementary methods of data collection: first, a systematic observation study of pre‐selected target children in terms of three ‘social modes’ — when with their teachers, other children and when not interacting — and in terms of work, procedural, social and off‐task activities; and, second, a teacher administered Pupil Behaviour Rating (PBR) scale comprising over 50 items rated on a 3‐point scale grouped into six ‘factors’: hyperactive/distractible, aggressive, anxious/fearful, prosocial, asocial, and excluded. Results: Observations showed that children in large classes were more likely to show off‐task behaviour of all kinds, and more likely to interact with their peers in terms of off‐task behaviour, social, and also on‐task behaviours. Connections between class size and PBR factors were not strong. There was no support for the view that peer relations are better in smaller classes; indeed, there was a slight tendency for worse peer relations, in terms of aggression, asocial and excluded, in the smallest classes. Conclusions: There was confirmation that children in large classes are more distracted from work and more often off task. The unexpected result, based on teacher ratings, that small classes may lead to less social and more aggressive relations between children is discussed, along with implications for teachers of a tendency for more peer‐related contacts in large classes.