Comparison of Children in Regular and Special Education Classes on the Behavior Problem Checklist

Abstract

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.