Observing the Classroom Behavior of Elementary School Children

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Abstract
In this study of 10 normal children and a group of children with conduct or acting out disorders, evidence has been presented to suggest that a method of direct behavioral observation in the classroom is reliable, can discriminate between normal and emotionally disturbed children, yields meaningful information on the nature of a child's maladjustment to school when it is of the conduct problem type, offers data on the efficacy of a special class program, serves as a sensitive dependent variable measure of various acute therapeutic manipulations, and is comprised largely of independent items. The relevance of this measure to children with problems other than the conduct problem type has not been established.

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