Assessing conduct problems in the classroom
Review articleOpen access

AbstractWe explore the conduct problem (CP) construct as assessed in the school setting, focusing on three widely used teacher judgment measures yielding CP scores: the Behavior Problem Checklist (BPC; Quay & Peterson, 1979, 1983), the Child Behavior Checklist-Teacher's Report Form (CBCL-TRF; Achenbach & Edelbrock, 1986), and the Conners Teacher Rating Scale (CTRS; Conners, 1969, 1973, 1988). The analysis was based on the three steps proposed by Skinner (1981) for evaluating categories or dimensions of pathology. Our review documents some problems of the internal and external properties of the CP scores, and it also demonstrates that the theoretical meaning of the construct is somewhat ambiguous. The implications of these problems for the use of the construct in clinical and research settings are explored.

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