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ERIC Number: ED069092
Record Type: RIE
Publication Date: 1971
Pages: 67
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Early Identification and Assessment of Behaviorally Handicapped Children in the Primary Grades. Report No. 2.
Walker, Hill M.
As part of a larger study investigating intervention procedures for children classified as homogeneous on factorially derived dimensions of classroom behavior, students in grades 1-3 (N=1,067) were screened using teacher ratings on the Walker Problem Behavior Identification Checklist (WPBIC) for the purpose of developing groupings of deviant classroom behavior using behavioral assessment procedures and factor analytic techniques. Each S's ratings on the WPBIC were scored on five factors and subjected to profile analysis. Homogeneous groupings were established on the five behavioral dimensions: acting-out, social withdrawal, distractability, disturbed peer relationships, and immaturity. Correlations indicated that, with the exception of acting-out and distractability, there was little overlap among item clusters comprising the five factors. Sex difference was significant within each of the three grade levels; neither grade level effect nor interaction between grade level and sex was significant. Results suggested that teacher checklist ratings of student behavior are a valuable and relatively inexpensive method of identifying homogeneous groupings of classroom behavior. (KW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Dept. of Special Education.