This Behavior Check List for Teachers and Parents, which was used in Project C.H.I.L.D., is comprised of 20 questions about childrens' behavior. For each of the questions, two opposite ways that a child could behave are provided. (For related document, see TM 003 096.) (DB)

Presented in booklet and chart form is the Behavioral Characteristics Progression (BCP), part of the Santa Cruz Special Education Management Project, consisting of 2400 observable traits grouped into 50 behavioral strands. The BCP is seen to be a nonstandardized criterion referenced tool which replaces conventional age and disability labels with…

Both assessment and remediation of primary and secondary behavioral handicaps to learning are discussed, and a classification of behavior styles detrimental to learning, based upon observation of the child's behavior in learning situations, is presented. Primary learning-handicaps are defined as aspects of impairment of temperament which are in…

The author explores some germane implications of cognitive consistency theory. An "affective-cognitive consistency" theory, which specifies the relationship between the affective and cognitive components of the attitude structure, was taken as the theoretical basis of this study. The theory suggests that by knowing what a person values, it should…

The Wray Scale presented is designed to measure 15 behavior symptoms and their opposites which seem indicative of characteristics that can be observed in early childhood and followed as the child develops. Between each characteristic and its opposite are five gradations. Each child is checked to indicate where he stands on each pair of…

The sixth document in an eight-part series on a task-based management system for special education programs presents the Behavioral Characteristics Progression, a listing of 1,800 behavioral characteristics of mentally and behaviorally handicapped pupils which have been grouped into 45 categories of behavior called behavior strands. Behavior…

Eight rating scales for evaluating cartographic technicians are provided. The Scales measure seven characteristics considered to be important aspects of job performance as well as overall job performance. In addition, five different levels of performance are given for rating total job performance and effectiveness as a work-group member. The…

Forty-five graduate students in special education were asked to rate the items in the violent and destructive behavior domain from part two of the AAMD (American Association of Mental Deficiencies) Adaptive Behavior Scale on a 1 (not very severe) to 4 (extremely severe) scale. (Author/PHR)

Scores on the Children's Personality Questionnaire (CPQ) were correlated with scores from rating scale items measuring the same behavior as a CPQ scale for a normal sample of school children in grades 3 to 6 and on two referred groups, underachievers and children with behavior or social problems. (Author)

The concept of psychological well-being is introduced, and scales to measure three of its different facets are described and applied to 1655 British respondents. Results from measures of positive and negative affect are compared with North American findings, and hypotheses are broadly confirmed. Two clusters of specific anxiety items are…

Attempted suicide is considered to be a form of deviant behavior. Multiple suicide attempts are evaluated within the labeling perspective. Specifically, it is determined if labeling theory can explain acts repeated suicide attempts. Labeling by family and friends was found to be significantly related to repeat. (Author)

Reports the results of the development of a self-report measure of innovativeness, and discusses the utility of such an instrument in human communication research as well as related issues such as validity, reliability and association with social desirability. (MH)

Described is the Hahnemann High School Behavior Rating Scale (HHSB), a 45-item rating scale which includes a simple rating guide for the teacher and a detachable profile sheet. (SBH)

This study describes the procedures and the results of an investigation of the homogeneity of the subscales of the Rhode Island Pupil Identification Scale, a pupil behavior-observation scale for use by teachers for detecting young children with learning problems. (Author)

Evaluation of 195 normal children (aged 1-5 years), 160 normal children (aged 3-24 months), and 41 autistic children (aged 5-11 years) on the eight psychological variables of the Behavioral Rating Instrument for Autistic and Other Atypical Children indicated certain autistic behaviors are not normal at any stage of development. (Author/CB)