Abstract
The Conners Teacher Rating Scale was completed as part of a comprehensive psychological evaluation of 138 children who were subsequently placed into one of four special education classrooms in a large metropolitan public school system. The questionnaires were subjected to principle components analysis with varimax rotation, and comparisons were made between the newly created factor structure and Conners' (1969, 1973) original factor solution. Finally, comparison of behavioral profiles of the four special education groups was done according to both factor solutions.
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