Byron W. Lindholm

Psychological adjustment of adopted and nonadopted children.

41 adopted and 2,991 nonadopted children were compared on a behavior problem checklist completed by teachers. Adopted youngsters exceeded their nonadopted peers in frequency of disorders, especially conduct problems but also personality problems and socialized delinquency. Incidence of personality problems increased for adopted children from kindergarten through eighth grade and increased and then declined for nonadopted children over the same period. Boys experienced more maladjustment than girls, and differences between the sexes were greater for adopted than nonadopted youngsters on conduct problems, personality problems, and socialized delinquency.

Predictive Variables of Violent Behavior in Adolescent Males

This study examined the relationship of previously determined predictors of general delinquency to violent behavior of African American and Caucasian males. Independent variables included multiple measures of family and individual variables. With the exception of family structure, results indicated that predictors of violent behavior are similar to predictors of general delinquency. Differences between African American and Caucasians are highlighted. Recommendations for future research and application to prevention and intervention program development are offered.

Teachers' perceptions of behavior problems in children from intact, single‐parent, and stepparent families

This study examined differences in the incidence of behavior problems between children living with both natural parents and those in single-parent or in stepparent families. Subjects were 3,644 white children in kindergarten through eighth grade; 2,991 were living with both of their own parents; 312 with mother only; 43 with father only; 264 with mother and stepfather; and 34 with father and stepmother. Teachers provided background information and Behavior Problem Checklist ratings on the youngsters. Compared to children from intact homes, those living with mother only had more problems checked on all five scales of the checklist; those with father only, more Socialized Delinquency; those with mother and stepfather, more Conduct Problems and Socialized Delinquency; and those with father and stepmother, more Conduct Problems. Interactions were found for sex, social class, and grade in school.

Behavioral disturbance in children of native-born and immigrant parents†

To examine the mental health status of children whose parents were foreign-born and to determine if these youngsters have a special need for mental health services, this study compared the incidence of behavioral disturbance in 2,991 children who were native-born and white with 97 children of immigrant parents. General information and ratings on a behavior problem checklist were obtained from teachers. Based upon an analysis of variance procedure, the results revealed that subjects of Chinese, Japanese, or Southeast Asian descent exhibited significantly fewer disorders, such as conduct problems and inadequacy-immaturity, than children of native-born parents.

Racial Differences in Behavior Disorders of Children.

Abstract This study compared black and white children on the Behavior Problem Checklist. Data on 1,162 white and 614 black children were obtained from school records and from teachers and were analyzed using multiple regression analysis of variance. Blacks were judged to have a greater frequency of behavior disorders than whites. A number of interactions of race with other variables were found, and their meanings were discussed.

Behavior Problems of Anglo and Mexican-American Children.

The present investigation compared Anglo (N=1,999) and Mexican-American children (N=192) on the four factors of the Behavior Problem Checklist (BPCL). Teachers provided general information and BPCL ratings. The Anglo children manifested more problems on three of the factors than did the Mexican-American children. Significant interactions of grade, sex, and social class with ethnic group were revealed for two of the factors.

Measurement of Potential for Foster Parenthood

The purpose of this study was to construct a scale designed to express, quantify, and summarize evaluations by caseworkers of applicants for foster parenthood. The sample consisted of 472 foster families who were served by 236 caseworkers in 91 agencies in the United States and Canada. The procedure to develop the instrument are described; the distribution of scores, reliability, and validity of the measure are reported; and possible uses of the scale are suggested. The final form includes 54 items organized into nine factors: health, employment and income, time, opportunities for cultural and intellectual development, opportunities for religious and spiritual development, marriage, ability and motivation for foster parenthood, flexibility, and working with the agency and the childs own parents.

Comparison of Children in Regular and Special Education Classes on the Behavior Problem Checklist

To establish the validity of the Behavior Problem Checklist, using the method of contrasted groups, 1,999 white and 192 Mexican-American children in regular classes and 192 white and 17 Mexican-American children in special education classes were tested. Teachers provided general information and checklist ratings. Multiple correlations and multiple regression analyses of variance were used. Children in regular classes had fewer problems on all four of the factors on the checklist than the children in special education classes. On the basis of these results and a review of previous research using the method of contrasted groups, it was concluded that all four of the factors on the checklist were valid.

Interaction of Race With Other Variables on Achievement in School.

This study was concerned with academic performance in black and white children and the interactions of race with other variables on school achievement. Subjects were 334 blacks and 637 whites in grades three to six. Data consisted of general background information and grade equivalent scores on the California Achievement Tests. They were analyzed using multiple re- gression analysis of variance. Results indicated that blacks scored lower than whites and fell farther behind as they progressed from grade to grade. Significant interactions were revealed for sex, social class, family structure, and teachers. Means for black children were generally less variable than for white children.

A Canonical Correlation Analysis of Behavior Problems and School Achievement for Different Grades, Sexes, and Races.

AbstractThis study examined the relation between behavior problems and school achievement. Subjects were 971 elementary school children. Measures were the Behavior Problem Checklist and the California Achievement Tests. Data were analyzed using canonical correlation techniques. Results indicated a generally negative correlation between the measures that varied with grade, sex, and race and that were felt to provide a framework for interpreting other research in the area.