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The behavior problem checklist: Data from an inner city population THE BEHAVIOR PROBLEM CHECKLIST: DATA FROM AN INNER CITY POPULATION WILLIAMS R. EVANS University of Deriver This research generated norms on the Peterson-Quay Behavior Problem Check- list for an inner city population ( N = 101), as well as providing test-retest reliability coefficients between two applications of the checklist. Data is pro- vided on the conduct, personality, inadecliiacy-immaturit?i and socialized del
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THE BEHAVIOR PROBLEM CHECKLIST:
DATA
FROM
AN INNER CITY POPULATION
WILLIAMS
R.
EVANS
University
of
Deriver
This research generated norms
on
the Peterson-Quay Behavior Problem Check-
list for an inner city population
(N
=
101),
as
well
as
providing test-retest
reliability coefficients between two applications
of
the checklist.
Data is pro-
vided on the conduct, personality,
inadecliiacy-immaturit?i
and socialized
delinquency dimensions
of
the checklist,
as
well
as
for total score.
Inner
city males scored higher means and standard deviations
on
the conduct, prob-
lem and socialized delinquency sabtests than any public school populations
reported in the checklist manual. Test-retest reliability coefficients ranged
from
.74
to
.93
on
various dimensions
of
the checklist.
The Peterson and Quay Behavior Problem Checklist (1967) is
a
carefully
structured, well-known, and widely utilized instrument for assessing the behavior
of emotionally disturbed and normal subjects. The
55
items comprising the scale
were generated by factor analysis of problem behavior in public school children,
institutionalized juvenile delinquents, students in public school special classes
for the emotionally disturbed, and children in
a
clinical setting. The behavior
dimensions measured by the checklist are
:
conduct disorder, personality disorder,
inadequacy-immaturity, and socialized delinquency. The scale is concise and
easily completed by parent, teacher,
or
therapist.
Normative data for various populations have been published
in
the manual
which accompanies the Behavior Problem Checklist. However, a comprehensive
review of the literature (Evans, 1974) reveals
a
hiatus concerning normative data
on inner city subjects. None of the extensive research on the Peterson-Quay has
been directed at deriving norms
for
that population.
METHOD
Subjects
Subjects were
101
fourth-grade boys and girls from English speaking homes
in
a
large urban New England school district.
Sixteen elementary schools within
that district have
50%
or
more low income enrollment, and thus are eligible
for
ESEA Title
I.
Subjects in the current study were 46 boys and
55
girls in classrooms
randomly selected from among the
51
fourth grades in the 16 ESEA Title
I
schools.
Procedure
Randomly selected teachers from among the
51
fourth-grade classes in the
16
schools were provided with copies of the Behavior Problem Checklist along with
brief instructions for
its
use. Checklists were completed on
101
subjects, and means
and standard deviations on the four dimensions and total score were computed
for the group.
One to two weeks after the completed checklists had been returned, the teach-
ers involved in the study were asked to complete the cheklist
a
second time in an
effort to determine test-retest reliability. Pearson’s formula for product moment
Requests
for
reprints should be sent
to
William
R.
Evans, Department
of
Special Education,
~-
University
Park,
Denver,
Colo.
80210.
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