The purpose of our study was to identify behaviors students consider most disturbing and to determine if gender and age differences exist. Five hundred eight third to sixth graders completed the 29-item, seven-factor Children's Disturbingness Scale, a self-report instrument developed to evaluate children's ratings of disturbingness. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Externalizing behaviors such as aggressive/defiant were rated as most disturbing. Findings are interpreted per their relation to gender differences and developmental changes, and implications for inclusion are discussed.Behavior deemed unacceptable is often a primary criterion for special education placement across classification areas (Kauffman, 1993). The teacher tolerance literature (see S. P. Safran 8c J. S. Safran, 1988, for a review) has documented the role that teachers play and has indicated that if students exhibit behaviors least tolerated by teachers (usually disruptive or externalizing ones), then they are more likely to be referred for special education services (e.g., Mullen 8c Wood, 1986; J. S. Safran 8c S. P. Safran, 1987). But in the establishment of social standards, peers as well as adults differentiate between and respond to appropriate versus inappropriate actions. Yet, despite the extensive research on teachers, little is known about behaviors that disturb and potentially alienate peers. This topic is particularly critical to the current movement toward "inclusion" of students with disabilities into general education for several reasons. First, children's judgments of problem behaviors will likely influence subsequent increased interactions between students with disabilities and typical pupils (Mullen 8c Wood, 1986). Second, children's views will allow professionals to target specific problem behaviors that interfere with enactment of the social skills required to enhance peer acceptance (Elliott 8c Gresham, 1991; Meadows, Neel, Parker, 8c Timo, 1991).
Further, because students of varying grade levels and gender may judge behaviorsdifferently, it is also important to examine how developmental and gender differences influence tolerance.Peer perceptions of emotional and behavioral difficulties have received attention primarily in the developmental and cognitive psychology literature. Earlier