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

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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Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-19-00063 ◽

2020 ◽

Vol 51 (3) ◽

pp. 807-820

Author(s):

Lena G. Caesar ◽

Marie Kerins

Keyword(s):

African American ◽

Multiple Regression ◽

Oral Language ◽

East Coast ◽

Geographic Region ◽

Literacy Skills ◽

School Age ◽

Regression Analyses ◽

Geographic Regions ◽

American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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

Perceptual and Motor Skills ◽

10.2466/pms.1979.49.2.459 ◽

1979 ◽

Vol 49 (2) ◽

pp. 459-463 ◽

Cited By ~ 6

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.

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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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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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Factor Structure and Norms for the Revised Behavior Problem Checklist in New Zealand Children

Australian & New Zealand Journal of Psychiatry ◽

10.1080/00048678309160013 ◽

1983 ◽

Vol 17 (4) ◽

pp. 354-360 ◽

Cited By ~ 16

Author(s):

Michael G. Aman ◽

John S. Werry ◽

Joanne Fitzpatrick ◽

Malcolm Lowe ◽

Jill Waters

Keyword(s):

Factor Analysis ◽

New Zealand ◽

Factor Structure ◽

Behavior Problem ◽

Community Sample ◽

Census Tracts ◽

Clinic Sample ◽

Socioeconomic Strata ◽

American Children ◽

Problem Checklist

The Revised Behavior Problem Checklist (RBPC) is a recent expansion of the widely used Behavior Problem Checklist. This study attempted to replicate the factor structure of the RBPC, originally developed for U.S.A. children, and to establish norms for its use with New Zealand children. Two groups of children, aged five to 13 years, were rated on the scale by their parents. One was a clinic sample and comprised 266 patients attending two psychiatric clinics. The second was a random community sample of 267 children, from four census tracts in Auckland, selected to cover a range of socioeconomic strata representative of New Zealand. Factor analysis of the clinic data resulted in a factor structure similar to that found in American children. Only two of the six factors (Socialised Aggression and Psychotic Behaviour) differed to any degree. Using ratings from the community sample, norms were developed for screening and diagnostic purposes.

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