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.

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.

Needs of Parents and Families Whose Children Have Learning and Behavior Problems

1988 ◽  
Vol 14 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Richard L. Simpson
Keyword(s):  
Special Education ◽  
Behavior Problems ◽  
Service Delivery ◽  
Special Education Teachers ◽  
Behavior Problem ◽  
Learning Disabled ◽  
Disabled Children ◽  
Behaviorally Disordered ◽  
Service Delivery Systems ◽  
And Behavior

This study was designed to assess parent service requests and services used by parents of learning and behavior problem children. Special education teachers also estimated those services they perceived that parents needed. Results revealed that the needs of parents of behaviorally disordered and learning disabled children differed within and between groups. In addition, teachers perceived parents to have needs in excess of those they use or request. Implications of the present study are discussed in relation to teacher training and service delivery systems.

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-Problem Patterns among the Learning Disabled: III — Replication across Age and Sex

1986 ◽  
Vol 9 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
John Wills Lloyd
Keyword(s):  
Learning Disabilities ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Rating Scales ◽  
Learning Disabled ◽  
Educational Programs ◽  
Female Students ◽  
Disabled Students ◽  
Male And Female ◽  
Age And Sex

Teachers completed rating scales on learning disabled male and female students ranging in age from 6 to 18 years. Responses were factor-analyzed to identify characteristic behavior problems of the learning disabled. While replicating findings from previous studies, the results revealed some important differences, that is, problems found to be characteristic of the learning disabled students differed according to sex and age level. These findings have implications for understanding the nature of learning disabilities and for designing appropriate educational programs for learning disabled students.

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.

Dimensions of Problem Behavior in Learning Disabled and Normal Children

1980 ◽  
Vol 50 (1) ◽  
pp. 145-146 ◽  
Author(s):  
John Touliatos ◽  
Byron W. Lindholm
Keyword(s):  
Social Class ◽  
Problem Behavior ◽  
Behavior Problem ◽  
Behavior Disorders ◽  
Learning Disabled ◽  
Normal Children ◽  
Problem Checklist

This study examined behavior disorders of learning disabled ( N = 94) and normal ( N = 2,991) children in Grades K—8, using the Behavior Problem Checklist. Learning disabled youngsters had significantly more problems on four of the five Checklist dimensions. Few interactions with age, sex, and social class were significant.

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.

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