Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School

A Five-Instrument Discriminant Analysis

Bibliographic Data

ID13675395
AuthorsEdward J Kelly (0009-0001-6475-9089, University of Nevada, Reno, corresponding author), John C Van Vactor (University of Nevada, Reno)
Year1992
Volume70
Issue1
Pages311-319
Publication date1992-02-01
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1992.70.1.311
PMID1565738
OpenAlexW2056005991
LanguageEN
References cited5

Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to both a pre-assessment categorization as conduct problem vs emotionally disturbed and a post-assessment classification as no problem vs conduct problem vs emotionally disturbed vs combined problem is presented. The analysis indicated that the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, and Personality Inventory for Children can, with variable effectiveness, significantly classify adolescents into groups using such pre- and post-assessment information

Anxiety · Categorization · Checklist · Cognitive psychology · Developmental psychology · Linear discriminant analysis · Mathematics education · Personality · Personality test · Primary education · Psychiatry · Psychometrics · Scale (ratio · Test (biology · Test anxiety · Test validity · Artificial Intelligence · Behavioral and Psychological Studies · Clinical Psychology · Psychology · Social Psychology

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