For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational…

After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special…

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

This report documents the statistical evidence concerning the validity of teacher and parent ratings on The Five P's (Parent/Professional Preschool Performance Profile). Data from 2 studies were obtained from 55 disabled children at the Variety Preschooler's Workshop during 1988-89 and from 370 disabled children at 9 schools across the country…

Over 600 children were rated on 60 items describing a broad range of cognitive deficits, inappropriate behavior, and positive social behavior. A principal components analysis yielded five factors: conduct problems, anxiety-depression, social competence, attention deficits and impulsivity, and deficits in language processing and memory. (Author/BW)

This is a general discussion of the validity, reliability, function, and format of questionnaires designed to measure problem behavior, noncompliance, anxiety, social interaction, hyperactivity, drug use, and sexual behavior. Commonly used questionnaires are cited. (CP)

The limitations of informant assessment of problem behaviors was investigated across seven situations and three participants (ages 11-18) with cognitive impairments. Informant hypotheses about the function of problem behaviors were validated by subsequent functional analyses only when informants identified their hypotheses as involving situations…

Described is the Behavior Problem Checklist, a three-point scale for the rating of problem behavior traits occurring in childhood and adolescence. (SBH)

The study compared the behavioral ratings of regular classroom and special education teachers of the problem behavior and adaptive functioning of 31 adolescents with serious emotional disturbances. Results are discussed in terms of the literature on teacher tolerance of problem behavior and the effects of classroom setting upon teacher judgments.…

The behavior of 120 children (grades 9-12) was rated by 2 groups of teachers using the Revised Behavior Problem Checklist. The correlation coefficients obtained indicate low to moderate relationship between teacher ratings of the same child, with the strongest correlations for the subscale Attention Problems-Immaturity. (Author/JDD)

Collected are 34 forms used by the author in remediating learning and/or behavior problems in elementary grade children. The consistent recording of data helps keep parents, teachers, administrators, and the teacher informed of the child's academic and social development. The forms are organized sequentially beginning with diagnostic tools and…

Explores the relationship between parents and teachers as raters of children's behavior. Results, based on 48 families, indicate that internalizing and externalizing behavior scores revealed a significant relationship between mothers' and teachers' reports for externalizing behaviors only. Findings suggest that familial dysfunction can contribute…

Developed was a student behavior rating system for use by teachers in identifying and assessing behavior problems and as an aid in classroom management. A time coding instrument was used, with behavior expressed as relative frequencies of a hierarchy of four mutually exclusive, exhaustive categories of behavior--relevent, unproductive, disruptive,…