Harris J, Tyre C, Wilkinson C
British Institute of Mental Handicap, Kidderminster.
Br J Educ Psychol. 1993 Jun;63 ( Pt 2):245-60. doi: 10.1111/j.2044-8279.1993.tb01055.x.
The study considers the application of the Child Behaviour Checklist (Achenbach & Edelbrock, 1986) to the identification of children with emotional and behavioural difficulties in ordinary primary schools. Teachers provided checklist data on a sample of 320 boys and 118 girls previously referred to the schools psychological services and a further 183 boys and 39 girls who had not been referred. There was a high level of agreement between referred and non-referred student status and subsequent classification using the CBCL criteria for psychiatric disturbance. An analysis of variance was carried out to determine how far teacher expectations may contribute to CBCL scores. The results indicated that teacher differences within schools are more important than the differences which exist between teachers working in different schools. The results support the validity of the CBCL. The future application of the CBCL in ordinary schools is discussed.
该研究探讨了儿童行为量表（阿肯巴克和埃德尔布罗克，1986年）在普通小学中识别有情绪和行为问题儿童方面的应用。教师们提供了320名男孩和118名女孩的量表数据，这些孩子之前被转介到学校心理服务部门，另有183名男孩和39名女孩未曾被转介。在使用儿童行为量表的精神障碍标准对转介和未转介学生的状态及后续分类之间，存在高度一致性。进行了方差分析，以确定教师期望在多大程度上可能影响儿童行为量表的得分。结果表明，学校内部教师之间的差异比不同学校教师之间的差异更为重要。这些结果支持了儿童行为量表的有效性。文中还讨论了儿童行为量表在普通学校中的未来应用。
