Abstract
This study examined the construct and discriminant validity of the Classroom Adjustment Rating Scale (CARS) (Weissberg, Gesten, & Ginsburg, Center for Community Study, Rochester, NY, 1981) with 169 normal (NORM), 125 learning disabled (LD), and 48 emotionally handicapped (EH) elementary-grade boys. A factor analysis identified three homogenous scales, Acting-Out, Learning Problems, and Shy-Anxious, which resembled the scales previously found on the CARS with a school-referred sample. A discriminant analysis classified 77% of the special education (the combined LD and EH groups) and NORM boys into their original groups; the classification for the NORM, LD, and EH boys was 68%. Between-group comparisons with the three factor-based scales revealed a pattern of results that may be useful in the differential diagnosis of normal, LD, and EH pupils.
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