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.

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Birth Order, Family Size, and Children's Mental Health

Psychological Reports ◽

10.2466/pr0.1980.46.3c.1097 ◽

1980 ◽

Vol 46 (3_suppl) ◽

pp. 1097-1098 ◽

Cited By ~ 7

Author(s):

John Touliatos ◽

Byron W. Lindholm

Keyword(s):

Mental Health ◽

Birth Order ◽

Conduct Problems ◽

Family Size ◽

Behavior Problem ◽

Significant Finding ◽

Regression Analyses ◽

White Children ◽

Problem Checklist ◽

Different Levels

This study examined the relationships of birth order and family size to psychological adjustment in native-born, white children ( N = 2,991) in Grades K-8, using the Behavior Problem Checklist. Multiple regression analyses of variance yielded two significant effects for conduct problems and socialized delinquency when different levels of birth order were considered individually and only one significant finding for socialized delinquency when the various family sizes were examined separately.

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Behavior Problems of Behaviorally Disordered and Normal Adolescents

Behavioral Disorders ◽

10.1177/019874298300800304 ◽

1983 ◽

Vol 8 (3) ◽

pp. 171-175 ◽

Cited By ~ 6

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.

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

Behavioral Disorders ◽

10.1177/019874298701200306 ◽

1987 ◽

Vol 12 (3) ◽

pp. 175-184 ◽

Cited By ~ 74

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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Revised Behavior Problem Checklist: Stability, prevalence, and incidence of behavior problems in kindergarten and first-grade children.

Psychological Assessment ◽

10.1037/1040-3590.1.2.103 ◽

1989 ◽

Vol 1 (2) ◽

pp. 103-111 ◽

Cited By ~ 14

Author(s):

Anne E. Hogan ◽

Herbert C. Quay ◽

Sharon Vaughn ◽

Steven K. Shapiro

Keyword(s):

Behavior Problems ◽

Behavior Problem ◽

First Grade ◽

Problem Checklist

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Psychological Adjustment of Adopted and Nonadopted Children

Psychological Reports ◽

10.2466/pr0.1980.46.1.307 ◽

1980 ◽

Vol 46 (1) ◽

pp. 307-310 ◽

Cited By ~ 31

Author(s):

Byron W. Lindholm ◽

John Touliatos

Keyword(s):

Conduct Problems ◽

Psychological Adjustment ◽

Behavior Problem ◽

Eighth Grade ◽

Adopted Children ◽

Problem Checklist

41 adopted and 2,991 nonadopted children were compared on a behavior problem checklist completed by teachers. Adopted youngsters exceeded their nonadopted peers in frequency of disorders, especially conduct problems but also personality problems and socialized delinquency. Incidence of personality problems increased for adopted children from kindergarten through eighth grade and increased and then declined for nonadopted children over the same period. Boys experienced more maladjustment than girls, and differences between the sexes were greater for adopted than nonadopted youngsters on conduct problems, personality problems, and socialized delinquency.

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School Behavior Problems of Learning Disabled and Normal Girls and Boys

Learning Disability Quarterly ◽

10.2307/1511001 ◽

1981 ◽

Vol 4 (2) ◽

pp. 163-169 ◽

Cited By ~ 30

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.

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

Psychological Reports ◽

10.2466/pr0.1976.38.2.451 ◽

1976 ◽

Vol 38 (2) ◽

pp. 451-458 ◽

Cited By ~ 9

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.

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