Green K D, Beck S J, Forehand R, Vosk B
J Abnorm Child Psychol. 1980 Sep;8(3):397-404. doi: 10.1007/BF00916383.
The purpose of this study was to examine the validity of teachers' identification of problem children. Ninety-five third-grade children served as subjects. Teachers nominated children as a conduct problem, withdrawal problem, or normal, resulting in 16, 14 and 65 children being assigned to the three groups. Behavioral observation, peer sociometric ratings, and academic achievement scores were collected. The results indicated that conduct problem children differed from normal children on behavioral, sociomeptric, and academic measures, whereas withdrawal children differed from normals on the latter two measures. Conduct problem and withdrawal problem children did not differ on any of the dependent measures. The results suggest that teachers can identify children who are having difficulties in class but may be less accurate in differentiating between different types of problem children.
本研究的目的是检验教师对问题儿童识别的有效性。95名三年级儿童作为研究对象。教师将儿童评定为品行问题儿童、退缩问题儿童或正常儿童，结果16名、14名和65名儿童被分到这三组。收集了行为观察、同伴社会测量评定和学业成绩分数。结果表明，品行问题儿童在行为、社会测量和学业指标上与正常儿童不同，而退缩儿童在后两项指标上与正常儿童不同。品行问题儿童和退缩问题儿童在任何一项因变量指标上都没有差异。结果表明，教师能够识别出在课堂上有困难的儿童，但在区分不同类型的问题儿童时可能不那么准确。
