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Factor structure of classroom behavior problems for mainstreamed and regular students

B Larrivee, M L Bourque

    Journal of Abnormal Child Psychology
    |September 1, 1981
    PubMed
    Summary
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    This study identified five key classroom behavior factors: Conduct Problem, Personality Problem, Adaptive Classroom Behavior, Inadequacy-Immaturity, and Achievement Anxiety. These factors were consistent between regular and mainstreamed special education students.

    Area of Science:

    • Educational Psychology
    • Child Psychology
    • Behavioral Science

    Background:

    • Classroom behavior is crucial for academic success and social integration.
    • Understanding the structure of problem behaviors aids in targeted interventions.
    • Previous research has not fully delineated the factor structure of regular classroom behaviors.

    Purpose of the Study:

    • To establish a conceptual framework for classifying classroom problem behaviors.
    • To investigate the factor structure of behaviors in elementary school children.
    • To compare the behavioral factors of regular students with mainstreamed special education students.

    Main Methods:

    • Factor analysis was employed to analyze behavior ratings.
    • Thirty-five elementary school teachers rated 876 students using an adapted Devereux Elementary School Behavior Rating Scale.

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  • Coefficients of factorial congruence were used to compare student groups.

    • Main Results:

    • Five distinct factors emerged: Conduct Problem, Personality Problem, Adaptive Classroom Behavior, Inadequacy-Immaturity, and Achievement Anxiety.
    • The factor structure derived from regular students closely matched that from mainstreamed special education students.
    • Behavioral patterns are largely consistent across different student populations in the classroom.

    Conclusions:

    • The identified five factors provide a robust framework for understanding classroom behavior.
    • The similarity in factors suggests that interventions for problem behaviors may be applicable across diverse student groups.
    • This research supports the use of a unified approach to behavior classification in educational settings.