Measures of Deviant Behavior, Activity Level, and Self-Concept for Educable Mentally Retarded-Emotionally Disturbed Students

Bibliographic Data

ID13656349
AuthorsThomas M Wolf (0000-0003-1740-4442, Louisiana State University Medical Center), Thomas Wolf (0000-0002-7134-7314, Louisiana State University, corresponding author)
Year1981
Volume48
Issue3
Pages903-910
Publication date1981-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1981.48.3.903
PMID7267914
OpenAlexW1996648455
LanguageEN
Citations received2
References cited7

Measures of deviant behavior, activity level, and self-concept were obtained from a sample of 39 mentally retarded-emotionally disturbed special education students. They were predominantly black and came from lower socioeconomic families. Means and standard deviations as well as intercorrelations for the three measures are reported. Measures of test-retest (about six months) and interrater (teacher-aide) reliability are also reported. Compared to other samples, the measure of deviant behavior is relatively high while the measure of self-concept is relatively low. Generally the measure of deviant behavior was positively correlated with activity level and negatively correlated with self-concept. Reasonable test-retest and interrater reliability was obtained on the measures of deviant behavior and activity level while the self-concept reliability was relatively low. The relatively long time and the differential experience of the raters probably contributed to some of the modest correlations

Developmental psychology · Inter-rater reliability · Mentally retarded · Rating scale · Reliability (semiconductor · Socioeconomic status · Test (biology · Behavioral and Psychological Studies · Clinical Psychology · Down syndrome and intellectual disability research · Education Discipline and Inequality · Psychology

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