Patterns of Disturbed Classroom Behavior of Nondelinquent and Delinquent Adolescent Girls

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Abstract
Ten patterns or syndromes of classroom behavior of 337 junior and senior high school girls were derived and analyzed for rela tionship to academic success or failure among special (delin quent) and regular school students. The behavior patterns ac counted for over 98 per cent of the students in both groups and clearly differentiated the academically successful from the un successful. Each of the patterns is described both numerically and graphically to provide a reliable means of analyzing and comparing students in other special and regular class settings. It was concluded that in both settings unsuccessful achievement could not be viewed in only academic or cognitive terms, but rather was an indication of failure of the total child to cope with classroom and teacher expectations.

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