The study investigated the behavioral ratings of regular classroom and special education teachers and sought to examine the degree to which these educators agreed or disagreed in their perceptions of the problem behavior and adaptive functioning of a group of 31 adolescents who had recently been identified as seriously emotionally disturbed. Results are discussed in relation to the literature on teacher tolerance of problem behavior and the effects of classroom setting upon teacher judgments.
Parents' reports on social competence and behavioral problems were obtained for 123 learning disabled boys aged 6-11 who were referred for a psychoeducational assessment at the Center for Disorders of Communication at the University of Vermont. One parent of each boy completed the Child Behavior Checklist developed by Achenbach and Edelbrock (1983). On average, the parents of LD boys reported significantly lower levels of social competence and more behavior problems than normative samples of parents. On the social competence scales, the LD boys were significantly lower than the normative samples in their participation in activities, their social involvement and school performance. On the behavior problem scales, the LD boys had significantly higher scores for both "externalizing" and "internalizing" types of problems, including problems related to depression, uncommunicativeness, obsessivecompulsive behaviors, social withdrawal, hyperactivity, aggressivness and "delinquency." Compared to a sample of other clinically-referred boys, a significantly larger proportion of LD boys showed a hyperactive profile pattern, and smaller proportions showed profile patterns indicative of depressed-social withdrawalaggressive behavior and delinquency. There were significant, but low, positive correlations between 1Q scores on the Weschler Intelligence Scale for ChildrenRevised and social competence scores and negative correlations between 1Q scores and behavior problem scores.
Parents' reports on social competence and behavioral problems were obtained for 123 learning disabled boys aged 6-11 who were referred for a psychoeducational assessment at the Center for Disorders of Communication at the University of Vermont. One parent of each boy completed the Child Behavior Checklist developed by Achenbach and Edelbrock (1983). On average, the parents of LD boys reported significantly lower levels of social competence and more behavior problems than normative samples of parents. On the social social competence scales, the LD boys were significantly lower than the normative samples in their participation in activities, their social involvement and school performance. On the behavior problem scales, the LD boys had significantly higher scores for both "externalizing" and "internalizing" types of problems, including problems related to depression, uncommunicativeness, obsessive-compulsive behaviors, social withdrawal, hyperactivity, aggressiveness and "delinquency." Compared to a sample of other clinically referred boys, a significantly larger proportion of LD boys showed a hyperactive profile pattern, and small proportions showed profile patterns indicative of depressed-social withdrawalaggressive behavior and delinquency. There were significant, but low, positive correlations between IQ scores on the Weschler Intelligence Scale for ChildrenRevised and social competence scores and negative correlations between IQ scores and behavior problem scores.
The effecta of a school consultation program were reviewed through an analysis of referral patterns of teachers over a seven-year period. The provision of consultation services wm found to result in a pattern of decreasing referrals on the part of teachers over time, suggesting that the consultation process seemed to have the side benefit of helping teachers develop their own skills in coping with difficulties of students without the need for frequent consultation.
Estimates of social competence and problem behavior were obtained using the Child Behavior Checklist (Achenbach & Edelbrock, 1983) for a sample of 51 adolescent girls with learning disabilities. Results identified poor social competence and elevated problem behaviors, in comparison to a normative group of nonhandicapped adolescents. Implications for both diagnosis and research are addressed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.