External correlates and relation to impairment for an empirically based typology of children's behavior in the classroom [electronic resource] /
Abstract (Summary)There are many inconsistencies in the classification and assessment of childhood behaviors. The established classification systems used for children are either nonspecific, like the IDEA system or not derived from empirical data, like the DSM system. Finally, the classification systems currently in use for children use the absent vs. present model not allowing for the study of children's behavior at differing levels of severity. The current study examines an empirically based typology of 6 to 11-year-old children's behavior in the classroom and determines if this typology holds the potential to be a useful classification system for child behavior problems in school. Many dimensional systems have been developed, but few have adhered to rigorous standards in their development, thus many have not produced replicable results. The current study sought to externally replicate the typology found by the BASC-TRS-C normative sample. External replication was conducted on a referred sample of children between the ages of 6 and 11. The results showed that the problem clusters were substantially replicated in the referred sample. The obtained clusters were then compared on several external correlates of cognition, school behavior, academic achievement, and overall functional impairment. Contrary to expectations, no significant difference between the clusters were found. Potential reasons for these results are considered with implications for future tests of the utility of a cluster analytic typology discussed.
School:The University of Georgia
School Location:USA - Georgia
Source Type:Master's Thesis
Date of Publication: