Classification of children's behavior problems: Clinical and quantitative approaches

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Abstract
Children diagnosed Conduct Disorder, Attention Deficit Disorder, or Anxiety Disorder by DSM-III criteria were compared to contrast groups of Physically Disabled and Normal children using the Conners Teacher Rating Scale (CTRS). Discriminant function analyses of the CTRS ratings yielded accurate classification (67% correct) only when Conduct was combined with Attention Deficit and Normals were combined with Physically Disabled. The teacher raters seemed to be describing the children as behaviorally disordered with and without hyperactivity. The data also suggest that Attention Deficit Disorder is part of a broader Conduct Problems dimension.