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Related Experiment Videos

Behavior problems of elementary-school children

F B Stone

    Journal of Abnormal Child Psychology
    |September 1, 1981
    PubMed
    Summary

    This study provides normative data for a shortened Peterson-Quay Behavior Problem Checklist in elementary students. Findings offer baseline behavior problem scores for Conduct and Personality factors across demographics.

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    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Behavioral Science

    Background:

    • The Peterson-Quay Behavior Problem Checklist is a tool for assessing childhood behavioral issues.
    • Establishing normative data is crucial for accurate interpretation of assessment scores.
    • A shortened version may improve efficiency in large-scale assessments.

    Purpose of the Study:

    • To present normative data for a modified, shortened Peterson-Quay Behavior Problem Checklist.
    • To establish baseline scores for Conduct and Personality factors in elementary school children.
    • To provide data categorized by sex, grade level, and intellectual level.

    Main Methods:

    • Utilized a modified (shortened) version of the Peterson-Quay Behavior Problem Checklist.
    • Collected data from an entire public elementary school population (approx. 25,000 children).
    • Data were analyzed and categorized by sex, grade level, and intellectual level.

    Main Results:

    • Presented normative data on the Conduct and Personality factors of the checklist.
    • Provided percentages of children scoring on individual items and multiple items.
    • Data breakdown by sex, grade, and intellectual level offers detailed insights.

    Conclusions:

    • The study provides valuable baseline data for the shortened Peterson-Quay Behavior Problem Checklist.
    • These normative data can aid in the assessment and understanding of behavior problems in elementary students.
    • The findings support the use of this modified checklist for large-scale screening.

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