Abikoff, Gittelman-Klein, and Klein validated a behavioral observation system for use with hyperactive children. Authors selected a used coding system, trained observers to monitor classroom behavior of hyperactive children, and evaluated reliability, stability, and criterion-related validity of the system. Methodology was reviewed. Suggestions…

Results confirm previous findings that the revised State University of New York at Stony Brook observation code is a valid instrument for quantifying and discriminating the classroom behavior of children referred because of hyperactive behavior. (Author)

Reports the development and standardization of the teacher version of the Child Behavior Profile. Analyses showed significant differences on the scales between nonreferred boys and boys referred by teachers due to emotional or behavioral problems, supporting the discriminant validity of the teacher profile. (LLL)

Assessed the behavioral meaning of scores from a teacher-judgment measure of social competence as it reveals itself in the classroom behavior of kindergarten children (N=l00). Results supported the validity of teachers' judgments of interest and participation displayed by the boys and cooperation and compliance displayed by the girls. (LLL)

Compared parallel scales of children's self-control developed for teachers and children. Self-control ratings by teachers and children related to naturalistic observations and to teacher ratings of frustration tolerance and acting-out/aggressive problems. Teachers' ratings of self-control related to IQ and achievement. Supported the validity of…