John Touliatos

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.

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.

Influence of family structure and school variables on behavior disorders of children

The purpose of this study was to examine the influence of family structure and school variables on behavior disorders of children. The sample consisted of 1,162 white elementary school children. General information was obtained from school records, and ratings on behavior disorders were obtained from teachers. Data were analyzed using multiple regression analyses of variance. Results indicated that grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. Whether or not the children were living with both of their natural parents, number of children in the family, if the children were in special education classes, and whether the children were older than usual for their grade in school were less important or were unimportant. The results, especially those that were not expected, were discussed.

Work-related motives and self-esteem in American women.

Acknowledging the need for additional research on work-related motives and self-esteem in American women, this study investigated the hypothesis that women with a favorable self-esteem would score high in n Ach, in Pow, and n Auto, whereas women with a less favorable self-esteem would score high in n Aff, n Agg, and n Def. Eighty-five female college students completed Gough and Heilbruns Adjective Check List and Form B of the Coopersmith Self-Esteem Inventory. Data were analyzed by means of chi square tests in conjunction with the coefficient of association asymmetric lambda. The results indicated that, as predicted, women with a favorable self-esteem scored high in n Ach (p less than .001) and n Pow (p less than .001), while contrary to expectation, they also scored high in n Aff (p less than .05). All other relationships were found to be nonreliable. These findings were interpreted as stressing the importance of the relationship between self-esteem and work-related motives in women.

Characteristics of foster families

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC More than half a million children live with foster families (Noble, 1997). Predominantly children of color and residents of urban areas, they are a rapidly increasing student group. Nearly all have suffered traumatic experiences, and many have had multiple homes. Foster parents are challenged by their childrens many needs and their own inadequate training, the demands of a social welfare system that enforces strict rules

Development of Children's Behavior Problems

This study examined the development of behavior problems of white boys and girls in kindergarten through eighth grade (N = 2,991). Data included general information and ratings by teachers on the Behavior Problem Checklist, a 55-item scale that measures five dimensions of psychopathology. Results indicated two patterns of development. One trend was for conduct problems, personality problems, inadequacy-immaturity, and psychotic signs to increase from kindergarten to about the third grade, decline from the third to sixth grade, and to level off from the sixth through eighth grade. The other trend was for socialized delinquency to increase to about the third grade and to remain level through the eighth grade. Boys experienced more behavior problems than girls on four of the five Checklist dimensions, and youngsters from the lower social classes were more maladjusted than their counterparts from the higher socioeconomic groups.

Tat Need Achievement and Need Affiliation in Minimally Brain-Injured and Normal Children and Their Parents

The families of 16 minimally brain-injured children were compared in need for achievement and need for affiliation with 16 families of normal children. The families were matched on age, sex, and birth order of the children, and on education of the fathers. Needs were measured by means of TAT type cards for both parents and children. The data indicated that the minimally brain-injured children and their mothers were lower in achievement motivation than the normal children and their mothers (rho less than .05). Results on the fathers were in the same direction, but were not significant. In addition, parents of minimally brain-injured children seemed to have a different pattern of influence on their offspring than parents of normal children. The achievement needs of the mothers in the former group were positively related to their childrens behavior (rho less than .05), and the achievement needs of the fathers in the latter group were negatively related to their childrens behavior (rho less than .05). Finally, there were no differences or relationships found for affiliation motivation.