Abstract
A sample of 738 students from grades 1 to 5 who were exhibiting behavior problems were nominated by teachers and subsequently assessed for behavioral disturbance using the Teacher's Report Form (TRF) of the Child Behavior Checklist. The data were analyzed to assess the accuracy of the TRF in discriminating disturbed and nondisturbed students, the internal consistency of the instrument, and its validity against measures of school functioning in terms of grade repetition and referral for special services support.
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