Adolescent boys and girls, identified as either behaviorally disordered (N=166) or normal (N=183), were rated by teachers on the Behavior Problem Checklist (BPC), with such results as significant differences for pupil category, BPC dimension, and category by dimension interaction, but no significant differences for sex. (MC)

Examination of vestibular-based functions and their relationship to behavior problems of 101 kindergarten through fourth grade children enrolled in special education and regular classes found low to moderate significant correlations between vestibular system dysfunction and behavior problems of subjects. (Author/PN)

The subscales of the Bristol Social Adjustment Guides are compared with those of the Behavior Problem Checklist so as to test the hypothesis of a two-factor structure in these rating scales. The specificity of each subtest was also investigated. (Author/GK)

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

Educable mentally retarded adolescent boys and girls and nonretarded age peers were contrasted on the Behavior Problems Checklist. Mentally retarded students showed more Coonduct Disorder (aggression and disruption) and Personality Problem (anxiety and withdrawal) kinds of maladjustment. Results are discussed in eight of prior findings and needed…

Examines effect of sex of rater on the interaction and degree of consensus obtained in ratings of child behavior. Children between the ages of 6 and 13 in a residential treatment center were rated on two rating scales. Explanations of results are offered in terms of sex role expectations and stereotyping. (Author/DST)

Determined the utility of the Behavior Problem Checklist (BPC) with preschool children. Found the BPC sensitive in differentiating clinical from nonclinical groups. Findings suggest that the Behavior Problem Checklist, although not specifically designed to assess preschool age children, may be effective with this population. (Author)

Male pupils identified as behaviorally disordered (N=153), learning disabled (N=172), and educable mentally retarded (N=176) as well as nonidentified normal boys (6 to 18 years old) were rated by their teachers on the Behavior Problem Checklist. (Author)

Parents rated their children on two behavioral rating scales that were designed to evaluate problem and antisocial behaviors. When rating only one child, parents agreed in rating sons' behaviors. Differences were found in mothers' and fathers' prosocial behavior ratings of daughters. When parents rated one child of each sex, no differences in…

Seventy-five visually handicapped individuals, aged 9-22, were evaluated on the Child Behavior Checklist, School Behavior Checklist, Behavior Problem Checklist (BPC), and Revised BPC. Total scores from all four measures correlated well with each other; total scores and subfactors also correlated with such psychopathologic behaviors as aggression,…

A replication of earlier research, this study investigates the relationship between moral reasoning and classroom conduct. According to Kohlberg (1978), children who reason at preconventional levels (Stages 1 and 2) would be likely to disrupt a classroom, while children who reason at the conventional levels (Stages 3 and 4) should cause less…

Adolescent girls, identified as either educable mentally retarded, behaviorally disordered, learning disabled, or nonhandicapped, were rated by their teachers on the Behavior Problem Checklist. Behaviorally disordered students showed a greater degree of maladjustment. Implications for further research and special educational practices are…

Patterns of emotional and behavior problems among 360 educable mentally retarded (EMR) and 360 nonretarded elementary and secondary students were studied through factor analysis of teachers' rating scale evaluations. EMR groups could be discriminated from nonretarded groups on the aggression, attention disorder, and anxiety/inferiority factors.…