Teachers' Ratings of Students' Behaviors: What Constitutes Behavior Disorder in School?

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Abstract
Behaviorally disordered and nonhandicapped students of both sexes and three age levels were assessed for adjustment problems, using a teacher-completed checklist. This permitted prevalence estimates for each of the adjustment problems represented on the checklist and for total problems, separately for behaviorally disordered and nonhandicapped students in each of the six age-sex subgroupings. Statistical comparisons of prevalence were made in each of these age-sex subgroupings as well. Finally, the value of a cutoff score procedure based on total problems was examined as a method for identifying the behaviorally disordered student. Results show that on most of the checklist items significantly more behaviorally disordered students experienced problems than the nonhandicapped students. Among the behaviorally disordered students, there were relatively few differences between sexes and age levels. Problems noted for the behaviorally disordered appear to be compatible with the PL 94-142 definition of seriously emotionally disturbed. Using a cutoff score based on total problems seems to have merit for some age-sex subgroups.