The Influence of Instructions on the Ratings of Problem Behaviors

Abstract

In this replication of Wickman's classic study which compared a group of teacher ratings about problem behaviors with those of mental health professionals, two sets of instructions were administered to both groups. One set of instructions focused attention on problem behaviors that would impact on current classroom management. The other set of instructions spotlighted behaviors that would be detrimental to future personality development. There were 189 teachers in one group while 187 were randomly assigned to a second group with different instructions. Both groups of 89 mental health workers were also given the same instructions as each of the teacher groups. A statistically significant difference between teachers and mental health workers emerged (p < .001). Main effects for instructions were not statistically different. However, a statistically significant interaction (p < .01) emerged. Though teachers seemed to maintain their ratings of behavior problems despite the instructions, mental health workers regarded different sets of problem behaviors to be more important depending on which set of instructions they were provided. Teachers were more consistent in rating acting-out types of behavior problems. This study lends support to the idea that teacher ratings of problem behaviors may be more relevant than previous Wickman studies have indicated.