Characteristics of Students Placed in Special Programs for the Seriously Emotionally Disturbed

1987 ◽  
Vol 12 (3) ◽  
pp. 175-184 ◽  
Author(s):  
James M. Kauffman ◽  
Douglas Cullinan ◽  
Michael H. Epstein
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Behavior Problem ◽  
Emotionally Disturbed ◽  
Personality Problem ◽  
Poor Reading ◽  
Special Programs ◽  
Educational Placements ◽  
Problem Checklist ◽  
Regular Classes

Subjects studied were 249 seriously emotionally disturbed students (204 boys, 45 girls) ranging in age from 7 to 19 years. Data included 10. teacher's estimate of academic performance in core academic areas, amount of time spent in regular classes or other educational placements, and scores on the Quay-Peterson Behavior Problem Checklist. The sample was below average in IQ and estimated academic achievement. Approximately one-half of the sample were placed for part of the day in regular classes. Those with higher IQs tended to be placed more often in mainstream settings, but academic achievement estimates and type of behavior problem were not clearly related to placement. IQ and academic achievement estimates were significantly related, but IQ was predictive of neither the amount nor the kind of problem behavior. However, BPC factor score was related to estimated reading achievement, poor reading performance was related to high scores on Conduct Disorder and Socialized Delinquency, and high estimated academic performance was related to Personality Problem and Inadequacy-Immaturity. Implications of the findings for prevalence estimates and composition of special education programs for seriously emotionally disturbed students are discussed.

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.

Behavior Problems of Children in Regular Classes and Those Diagnosed as Requiring Speech Therapy

1979 ◽  
Vol 49 (2) ◽  
pp. 459-463 ◽  
Author(s):  
Byron W. Lindholm ◽  
John Touliatos
Keyword(s):  
Behavior Problems ◽  
Personality Disorders ◽  
Conduct Problems ◽  
Behavior Problem ◽  
Speech Therapy ◽  
White Children ◽  
Problem Checklist ◽  
Regular Classes

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.

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.

Consistency of the Behavior Problem Checklist Across Deaf, Blind, and Non-Handicapped Children

1984 ◽  
Vol 7 (2) ◽  
pp. 243-252 ◽  
Author(s):  
Carl J. Schnittjer ◽  
Alfred Hirshoren
Keyword(s):  
Factor Structure ◽  
Behavior Problem ◽  
Conduct Problem ◽  
Consistent Pattern ◽  
Personality Problem ◽  
Handicapped Children ◽  
The Third ◽  
Two Factors ◽  
Problem Checklist ◽  
Score Distributions

This study was designed to compare the factor structure and degree of deviance for three groups of children namely; non-handicapped, deaf, and blind on the Behavior Problem Checklist (BPC). Congruence coefficients were determined for all possible combinations of factors from each of the three studies. The actual items comprising each factor were also compared. A third comparison procedure was based on the degree of deviation found in total score distributions for each of the factors in each study based on the Behavior Problem Checklist Manual Procedure. The first two factors (i.e., Conduct Problem and Personality Problem) held up consistently for each of the three comparison schemes across all three studies. The third factor (Inadequacy-Immaturity) had a much less consistent pattern with some pairs of studies more alike in this regard than others. These findings were consistent with previous studies which had used other means for comparison of consistency.

Behavior Patterns of Learning Disabled, Emotionally Disturbed, and Average Children

1969 ◽  
Vol 36 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Jeanne Mcrae Mccarthy ◽  
John Paraskevopoulos
Keyword(s):  
Problem Behavior ◽  
Behavior Problem ◽  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Conduct Problem ◽  
Behavior Patterns ◽  
Disabled Children ◽  
Behavior Ratings ◽  
Problem Checklist ◽  
Different Levels

The assumption that children with learning disabilities can be differentiated from emotionally disturbed children in terms of observable social behaviors was systematically explored by means of the Behavior Problem Checklist. Areas of communality and uniqueness of emotionally disturbed and learning disabled children are pinpointed and compared with average children. The main behavior problem present in both groups, although at different levels, was conduct problem behavior. Ratings of the child's problem behavior may be one additional criterion to be considered in diagnosis and placement of these children.

Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School: A Five-Instrument Discriminant Analysis

1992 ◽  
Vol 70 (1) ◽  
pp. 311-319 ◽  
Author(s):  
Edward J. Kelly ◽  
John C. Van Vactor
Keyword(s):  
Elementary School ◽  
Discriminant Analysis ◽  
Behavior Problem ◽  
Emotionally Disturbed ◽  
Emotional Problems ◽  
Conduct Problem ◽  
Personality Inventory ◽  
Personality Inventory For Children ◽  
Problem Checklist ◽  
Differential Test

Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a preassessment categorization as conduct-problem vs emotionally disturbed and a postassessment classification as no problem vs conduct-problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, and Revised Behavior Problem Checklist can, with variable effectiveness, significantly classify groups using such pre- and postassessment information.

School Behavior Problems of Learning Disabled and Normal Girls and Boys

1981 ◽  
Vol 4 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
John Lloyd
Keyword(s):  
Behavior Problems ◽  
Behavior Problem ◽  
Learning Disabled ◽  
Educational Practices ◽  
School Behavior ◽  
Personality Problem ◽  
Problem Dimension ◽  
Problem Checklist

Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.

Comparison of Children in Regular and Special Education Classes on the Behavior Problem Checklist

1976 ◽  
Vol 38 (2) ◽  
pp. 451-458 ◽  
Author(s):  
Byron W. Lindholm ◽  
John Touliatos
Keyword(s):  
Special Education ◽  
Multiple Regression ◽  
Behavior Problem ◽  
Mexican American ◽  
General Information ◽  
Regression Analyses ◽  
American Children ◽  
Problem Checklist ◽  
Regular Classes

To establish the validity of the Behavior Problem Checklist, using the method of contrasted groups, 1,999 white and 192 Mexican-American children in regular classes and 192 white and 17 Mexican-American children in special education classes were tested. Teachers provided general information and checklist ratings. Multiple correlations and multiple regression analyses of variance were used. Children in regular classes had fewer problems on all four of the factors on the checklist than the children in special education classes. On the basis of these results and a review of previous research using the method of contrasted groups, it was concluded that all four of the factors on the checklist were valid.

scholarly journals Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient: a prospective study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Riyo Ueda ◽  
Yoshimi Kaga ◽  
Yosuke Kita ◽  
Eiji Nakagawa ◽  
Takashi Okada ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Reading Ability ◽  
Clinical Characteristics ◽  
Full Scale ◽  
Older Age ◽  
Writing Achievement ◽  
Poor Reading ◽  
Reading And Writing ◽  
Intellectual Quotient

Abstract Background Poor reading ability is one of the common causes of low academic performance. In previous studies, children with dyslexia were found to demonstrate poor academic achievement due to poor reading ability. However, the relationship between academic achievement and reading ability in children with a borderline full-scale intellectual quotient (FSIQ) is unknown. This study aimed to clarify the clinical characteristics of children with borderline FSIQ and poor reading ability, and differentiate these characteristics from those of children with higher FSIQ and poor reading ability. Methods A total of 126 children (aged 6–15 years) identified as having low academic performance were enrolled. The reading ability of children was assessed through their performance on the hiragana (Japanese syllabary) reading task, while their reading and writing achievement was assessed through their reading and writing score on the Kaufman Assessment Battery for Children, Second Edition. Children were categorized into two groups based on their FSIQ score (FSIQ > 85 and 85 ≥ FSIQ ≥ 70). Reading ability in children was evaluated by referring to the linear relationship between FSIQ and the standard deviation value of reading tasks in typically developing children. A one-way analysis of variance (ANOVA) was performed to examine clinical characteristics between higher and lower FSIQ groups. Associations between reading and writing achievement, reading ability, and ages of children were assessed using Pearson’s product-moment correlation coefficients for the higher and lower FSIQ groups. Results Poorer reading and writing achievement was associated with poorer reading ability in the higher FSIQ group. Conversely, poorer reading and writing achievement and poor reading ability were associated with older age in the lower FSIQ group. Conclusions Poor reading and writing achievement were associated with older age, not with poor reading ability in the lower FSIQ group. Children with lower FSIQ need appropriate educational interventions based on independent assessments to further their academic achievement and reading ability. Moreover, they need more frequent evaluations of their academic achievement than do children with higher FSIQ and poor reading ability since they are more likely to be at a lower academic achievement level at an older age.

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