The study examined the 2-year stability and validity of playroom observations of behaviors associated with hyperactivity in 48 boys who were evaluated originally as outpatients in a child psychiatry clinic, and seen again approximately 2 years later at follow-up. At both evaluations, the boys participated in two 15-minute playroom procedures: a…

The classroom behavior of 148 hearing impaired children (7-13 years old) was rated by their teachers on the School Behavior Check List. Behavioral descriptions were analyzed in terms of whether or not the student was reproted to have an emotional/behavioral problem or other educationally significant handicapping conditions, and the student's sex…

Teacher and peer ratings of 37 mainstreamed educationally handicapped (EH) elementary aged children and 37 non-EH controls were analyzed according to the Rochester Teacher and Peer Rating Scales' independent behavioral competence factors and combined teacher-peer integrated behavioral competence domains. Results indicated significant differences…

Thirty-six elementary school teachers in a predominantly lower and working class urban school system were selected in order to define creativity in terms of specific observable behaviors believed by teachers of the disadvantaged to indicate creativity in the classroom setting. (BD)

To develop a peer rating scale from which a behavioral complex corresponding to hyperkinetic impulse disorder could emerge, 27 seventh graders answered a yes/no 50-item questionnaire on child behavior for each of 23 classroom peers. The findings refute the view that hyperactivity is merely a pejorative term used by adults about child behavior.…

Analyzes modes of behavior in children rated as hyperactive on a behavior rating scale and concludes that although children from different ethnic groups may be similar in that they have been labeled hyperactive, they are dissimilar in that they are not acting the same way or doing the same things. (Author)

Elementary classroom teachers rated the withdrawn and social behaviors of 41 children with language impairments (LI) and 41 typically developing peers using the Teacher Behavioral Rating Scale. Teachers rated children with LI as more reticent than typically developing children, and boys with LI as displaying more solitary-active withdrawal…

This article illustrates how a cluster analysis can be conducted, validated, and interpreted. Data normed for a behavioral assessment instrument with 14 scales on a nationally representative sample of U.S. school children were utilized. The discussion explores the similarity index, cluster method, cluster typology, cluster validity, cluster…

A study was conducted to investigate the effectiveness of the Ramirez and Castaneda rating scale used to distinguish ethnic behaviors in schools and to generate a more comprehensive scale for identifying those behaviors. Two hundred and sixty two elementary school children and 39 teachers from Spanish bilingual and English as a Second Language…

The Differentiated Child Behavior (DCB) Observational System has a two-fold purpose: first, it provides a description and analysis of patterns of classroom interactions in educational programs and program impact on children's functioning; and second, it provides feedback to supervisory staff so that analysis of programs contributes to…

A case study was undertaken of a student teaching situation in which the operational behavior styles of the student and the cooperating teacher were quite different. According to the tool used for the study (Gregorc style delineator: A self-assessment instrument), the student teacher tested high in random style categories while the cooperating…

Ninety-eight first grade children were observed and tested on measures of classroom behavior, task performance, and physiological arousal level. In general, sex differences were found to be minimal, and were significant on only three out of the eighteen variables investigated. Results indicated that males were rated by teachers and observers as…

Examines differences between 45 learning disabled, mentally retarded, and Title I elementary students on intelligence, academic achievement, and behavior measures. Indicates that such students perform similarly on academic achievement and behavior measures. Learning disabled and Title I students were similar on an intelligence measure; mentally…

In light of the difficulty in making a differential diagnosis among educable mentally retarded (EMR), emotionally handicapped (EH), and learning disabled (LD) students considering only their behavioral characteristics, a study was done to generate descriptive data regarding the behavioral characteristics of such students. Sixty EMR, EH, LD, and…

Self, peer, and teacher ratings of student coping skills were compared to determine whether there was consistency in judgment across raters or whether assessments were rater-specific. Ratees were 250 Anglo, Black, and Chicano sixth graders from tri-ethnic classes. All raters were rated on the Behavior Rating Scale (BRS) by self, peers, and…