Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for FREE ACCESS to this landmark database

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Keller, H. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

In-School Adaptive Behavior: Assessment Domains of Behavior Rating Scales and Child Characteristics

Harold R. Keller

Syracuse University

This study examined the in-school adaptive behavior of 283 randomly selected black, Hispanic and white 7-year-old children with two teacher behavior rating scales, Brown and Hammill's Behavior Rating Profile (BRP) and Mercer's Teacher Questionnaire (MTQ). Multiple regression analyses showed that the single best predictor of school functioning was MTQ competence ratings. Sociability as measured by the MTQ was only moderately related to school functioning. The BRP, a rating scale of behavior problems, appears to be a measure of social conformity in that it correlated most highly with the MTQ social conformity score. The BRP did not correlate highly with school functioning (either grades or standardized achievement test scores). Multivariate analyses indicated that child characteristics (gender and ethnic group) arc strongly related to teacher ratings of adaptive behavior. Specific correlations between adaptive behavior ratings and school functioning and the patterns of correlations varied across ethnic groups. The implications of these systematic rating differences were discussed in relation to the mandates for assessment of adaptive behavior and for nonbiased assessment. It is apparent that sociocultural background characteristics must be considered explicitly in the decision making process.

Journal of Psychoeducational Assessment, Vol. 4, No. 1, 1-12 (1986)
DOI: 10.1177/073428298600400101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF RESEARCH IN EDUCATIONHome page
D. E. Thomas and H. Stevenson
Gender Risks and Education: The Particular Classroom Challenges for Urban Low-Income African American Boys
Review of Research in Education, March 1, 2009; 33(1): 160 - 180.
[Full Text] [PDF]