Behavioral validity of a brief teacher rating scale (the AML) in identifying high‐risk acting‐out schoolchildren

Abstract

This research investigated the behavioral validity of the acting-out subscale of the AML, a quick screening device designed to detect early school maladaptation. Teachers' AML ratings of acting-out school maladjustment were compared with independent observations of children's classroom behavior. Significant positive correlations were obtained between AML ratings and individual behavior codes reflecting disruptive, off-task, and social approach behaviors. Comparisons of children grouped according to high, medium, and low AML scores provided group behavioral profiles illustrating these findings. Highs displayed twice as much off-task and approach behavior and five times as much disruptive behavior as lows. Mediums demonstrated more off-task and disruptive behavior than lows although the latter between-group mean differences did not reach significance. Four behaviors emerged in a multiple regression analysis to account for approximately 50% of the variance of teacher AML ratings. The best predictors consisted of child in-seat and out-of-seat off-task behaviors, child-initiated teacher contact, and teacher social attention (negative beta weight). The latter data offer the provocative suggestion that low rates of teacher attention may contribute to higher rates of children's acting-out classroom behavior.