Measuring dimensions of deviant behavior: The Behavior Problem Checklist

1977 ◽  
Vol 5 (3) ◽  
pp. 277-287 ◽  
Author(s):  
Herbert C. Quay
Keyword(s):  
Behavior Problem ◽  
Deviant Behavior ◽  
Problem Checklist

Agreement among Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children

1989 ◽  
Vol 14 (3) ◽  
pp. 151-156 ◽  
Author(s):  
Robert G. Simpson
Keyword(s):  
Behavior Problem ◽  
Deviant Behavior ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Teacher Ratings ◽  
Diagnostic Process ◽  
Behavior Rating ◽  
Middle School Children ◽  
Low Degree ◽  
Problem Checklist

Using the Revised Behavior Problem Checklist, the behavior of 95 middle school children was rated by two groups of teachers. Pearson correlation coefficients indicated a low degree of relationship between ratings by the two groups. Teacher ratings for each child were then recoded as 1 (normal). 2 (mildly deviant), or 3 (highly deviant). The number of cases in which both groups agreed in identifying deviant children was determined. Results indicate little agreement between the two groups of teachers in identifying children who were either mildly deviant or highly deviant. Several recommendations are offered concerning the use of behavior rating checklists in the diagnostic process.

Agreement among Teachers of Secondary Students in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior

1991 ◽  
Vol 17 (1) ◽  
pp. 66-71 ◽  
Author(s):  
Robert G. Simpson
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Behavior Problem ◽  
Secondary School Students ◽  
Deviant Behavior ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
School Students ◽  
Low Degree ◽  
Problem Checklist

Behavior of 120 secondary school students grades 9 through 12 was rated by two groups of teachers using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between raw score ratings provided by the two groups. Ratings were then recoded and placed into one of three categories: normal (recoded rating = 1), mildly deviant (recoded rating = 2), or highly deviant (recoded rating = 3). The degree of agreement between the two rating groups in identifying mildly deviant and highly deviant students was determined. Results indicated little agreement between the two groups. The significance of these results and their relationship to results obtained by previous investigators is discussed. Conclusions and recommendations are also provided.

Interrelationships among Three Measures of Deviant Behavior

1980 ◽  
Vol 46 (4) ◽  
pp. 272-276 ◽  
Author(s):  
Aldine Von Isser ◽  
Herbert C. Quay ◽  
Craig T. Love
Keyword(s):  
Elementary School ◽  
Conduct Disorder ◽  
Behavior Problem ◽  
Emotionally Disturbed ◽  
Deviant Behavior ◽  
School Behavior ◽  
Junior High Students ◽  
Cast Doubt ◽  
Behavior Scale ◽  
Problem Checklist

The interrelationships among the subscales of the Behavior Problem Checklist, the Conners' Teacher Questionnaire, and the Devereux Elementary School Behavior Scale were examined in a sample of 93 elementary and junior high students in special classes for the emotionally disturbed. Results suggested the presence of three independent dimensions of psychopathology (conduct disorder, anxiety-withdrawal, and immaturity) frequently found in previous research. The results also cast doubt on the syndrome of hyperkinesis as independent from conduct disorder.

Agreement between Parents and Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children

1986 ◽  
Vol 12 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Robert G. Simpson ◽  
Gerald Halpin
Keyword(s):  
School Children ◽  
Behavior Problem ◽  
Deviant Behavior ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Teacher Ratings ◽  
Middle School Children ◽  
Low Degree ◽  
Problem Checklist ◽  
Parent And Teacher Ratings

Parent and teacher ratings of 141 middle school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. Ratings were then recorded as 1 (normal), 2 (mildly deviant), or 3 (highly deviant). There was a general lack of agreement between parents and teachers in identifying children who were either mildy deviant or highly deviant.

Use of the behavior problem checklist with psychotic adolescents.

1977 ◽  
Vol 45 (6) ◽  
pp. 1176-1177 ◽  
Author(s):  
David E. Herr ◽  
Ronald C. Eaves ◽  
Bob Algozzine
Keyword(s):  
Behavior Problem ◽  
Problem Checklist

Factorial dimensions of the Revised Behavior Problem Checklist: Replication and validation within a kindergarten sample

1987 ◽  
Vol 15 (2) ◽  
pp. 309-327 ◽  
Author(s):  
Stephen P. Hinshaw ◽  
Delmont C. Morrison ◽  
Estol T. Carte ◽  
Carol Cornsweet
Keyword(s):  
Behavior Problem ◽  
Problem Checklist

Behavior Problems of Behaviorally Disordered and Normal Adolescents

1983 ◽  
Vol 8 (3) ◽  
pp. 171-175 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Robert A. Rosemier
Keyword(s):  
Behavior Problems ◽  
Conduct Disorder ◽  
Behavior Problem ◽  
Educational Practices ◽  
Adolescent Boys ◽  
Personality Problem ◽  
Behaviorally Disordered ◽  
Problem Checklist ◽  
Normal Adolescents

Adolescent boys and girls aged 14 to 18 years, identified as either behaviorally disordered or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significan differences for sex alone or in interaction with other factors. Behaviorally disordered and normal pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem. Implications for further research and special educational practices based on the present findings were discussed.

Factor-Analytic Study of a Spanish Translation of the Revised Behavior Problem Checklist

1989 ◽  
Vol 18 (4) ◽  
pp. 343-350 ◽  
Author(s):  
Arturo T. Rio ◽  
Herbert C. Quay ◽  
Daniel A. Santisteban ◽  
Jose Szapocznik
Keyword(s):  
Behavior Problem ◽  
Analytic Study ◽  
Spanish Translation ◽  
Factor Analytic ◽  
Factor Analytic Study ◽  
Problem Checklist
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