Family-School context: parent and teacher agreement on child temperament.
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Child↗
Biomedical subjects
J B Victor
Publications and source records attributed to J B Victor.
Behavior problems in elementary school children a follow-up study.
Two-year follow-up data for an ostensibly normal sample of children who had been previously characterized on a number of behavior problem dimensions by their teachers and peers were analyzed. In addition, 1-year follow-up data were presented for a group of extreme behavior children from the same school. The behavior dimensions of Distractibility and Conduct Problem were fairly stable over 2 years for girls and boys. In addition, Inadequacy-Immaturity was stable for girls and may mark more severe behavior problems for young girls. Behavior problems of young girls were more predictive of later achievement difficulties while behavior problems of boys were more predictive of peer and teacher difficulty. Finally, teacher's clinical judgement was demonstrated to be useful for indexing behavior for hyperactive boys.
Achievement↗
Minor physical anomalies and problem behavior in elementary school children.
The present study replicated and extended earlier findings on the relationship between minor physical anomalies and several classes of problem behavior in an unselected group of elementary school children. Teachers and peers were the judges of problem behavior. The problem checklist and a teacher ranking of hyperactivity were related to the incidence of minor physical anomalies for boys. A negative peer factor was also consistently related to the incidence of minor physical anomalies for both boys and girls. The behavior of high-anomaly girls was not easily characterized in terms of any one type of problem behavior. Sex differences and their implications are discussed.
Child↗
Distractibility and hypersensitivity. Two behavior factors in elementary school children.
The present paper reports on the development of a modified problem checklist for use in normal samples of elementary school children. The two factors, Hypersensitivity and Distractibility, replicated over male and female samples. Hypersensitivity showed a significant grade effect, with a decrease between the first and second grade for both boys and girls. In contrast, boys scored higher than girls on Distractibility and there were no grade differences. Convergent validitiy data from peer judgments, in-class activity level, physical fitness measures, standardized achievement scores, and a comparison with another teacher judgment are presented. In addition, three Behavioral Problem Checklist (Quay & Peterson, 1967) dimensions, Conduct Problem, Personality Problem, and Inadequacy--Immaturity, were developed and their relationships to the independent measures, as well as to the new dimensions, are presented. The pattern of correlations of Distractibility was quite similar for boys and girls, with both being rated as Mean-Noisy by their peers. The findings for Hypersensitivity were somewhat weaker. Distractibility and Conduct Problem scores reflected a similar pattern of correlations with other variables; in a like manner, Hypersensitivity and Personality Problem scores reflected a similar pattern of correlations with other variables. Distractibility was related to an increased activity level and Hypersensitivity was related to a decreased activity level in young boys. The total number of behavior problems was related to a decrease in activity level for young girls. Older Distractible and Hypersensitive girls showed different patterns of activity level. It is proposed that problem behavior is more complex for older children and that Distractibility may be less influenced by the usual socialization process of school than is Hypersensitivity and may have some congenital antecedents.
Age Factors↗