Skip to main content
SpringerLink
Log in

Factor structure of Classroom Behavior problems for mainstreamed and regular students

  • Published:
Journal of Abnormal Child Psychology Aims and scope Submit manuscript

Abstract

The purpose of this study was twofold: (1) to examine the factor structure of behavior exhibited in the regular classroom in order to provide a conceptual framework for classifying problem behavior relevant to the classroom setting, and (2) to determine the extent to which the factors generated from ratings of regular classroom children are similar to those generated from ratings of mainstreamed special education children. Thirty-five elementary-school teachers completed behavior ratings of all of their 876 students utilizing a group-administered adapted version of the Devereux Elementary School Behavior Rating Scale. The factor analysis yielded five factors defined as Conduct Problem, Personality Problem, Adaptive Classroom Behavior, Inadequacy-Immaturity, and Achievement Anxiety. Coefficients of factorial congruence confirmed the similarity between the pattern generated from ratings of regular students and that of mainstreamed students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Behar, L. B. The Preschool Behavior Questionnaire.Journal of Abnormal Child Psychology, 1977,5, 265–275.

    Google Scholar 

  • Larrivee, B., & Bourque, M. L. A comparative study of two behavior rating formats.Measurement and Evaluation in Guidance, 1979,12, 223–228.

    Google Scholar 

  • Miller, L. C. School Behavior Check List: An inventory of deviant behavior for elementary school children.Journal of Consulting and Clinical Psychology, 1972,38, 134–144.

    Google Scholar 

  • Mulaik, S. A.Foundations of factor analysis. New York: McGraw-Hill, 1972.

    Google Scholar 

  • Peterson, D. R. Behavior problems of middle childhood.Journal of Consulting Psychology, 1961,25, 205–209.

    Google Scholar 

  • Quay, H. C. Measuring dimensions of deviant behavior: The Behavior Problem Checklist.Journal of Abnormal Child Psychology, 1977,5, 277–287.

    Google Scholar 

  • Quay, H. C. Classification. In H. C. Quay & J. S. Werry (Eds.),Psychopathological disorders of childhood (2nd ed.). New York: Wiley, 1979.

    Google Scholar 

  • Quay, H. C., & Quay, L. C. Behavior problems in early adolescence.Child Development, 1965,36, 215–220.

    Google Scholar 

  • Ross, A. O., Lacey, H. M., & Parton, D. A. The development of a behavior checklist forboys.Child Development, 1965,36, 1013–1027.

    Google Scholar 

  • Spivack, G., & Swift, M. The Devereux Elementary School Behavior Rating Scales: A study of the nature and organization of achievement related disturbed classroom behavior.Journal of Special Education, 1966,1, 71–90.

    Google Scholar 

  • Spivack, G., & Swift, M.Devereux Elementary School Behavior Rating Scale Manual. Devon, Pennsylvania: Devereux Foundation Press, 1967.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Rhode Island College, USA

    Barbara Larrivee

  2. University of Maryland, USA

    Mary Lyn Bourque

Authors
  1. Barbara Larrivee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mary Lyn Bourque
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Larrivee, B., Bourque, M.L. Factor structure of Classroom Behavior problems for mainstreamed and regular students. J Abnorm Child Psychol 9, 399–406 (1981). https://doi.org/10.1007/BF00916844

Download citation

  • Revised:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00916844

Keywords

Search

Navigation