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Relationship Between Teacher Ratings of Secondary Students Using the Revised Behavior Problem Checklist

Robert G. Simpson is Professor of Special Education

Ottis Stephenson

Ottis Stephenson is Graduate Student, Auburn University.

The behavior of 120 children (grades 9 through 12) was rated by two groups of teachers using the Revised Behavior Problem Checklist. Subscale means and standard deviations were calculated for ratings by both groups. Multivariate analysis of variance revealed no significant difference between the mean ratings of the two groups. Obtained Pearson product-moment correlation coefficients were variable and generally indicated low to moderate consistency between the two rating groups. Consistently, the strongest correlation coefficients were obtained for the subscale Attention Problems-Immaturity, while coefficients obtained for Conduct Disorder and Motor Tension-Excess were inconsistent. Consistency of ratings for three other Revised Behavior Problem Checklist subscales was found to be weak. Normative data for males and females are presented.

Assessment for Effective Intervention, Vol. 16, No. 2-3, 107-113 (1991)
DOI: 10.1177/153450849101600305


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