The Behavior Problem Checklist was completed by the teachers of 192 deaf students who attended a special day school for the deaf. Three separate factor analyses were performed. Four factors that correspond to the dimensions found in earlier research and previously labeled conduct disorder, personality problems, immaturity-inadequacy, and socialized delinquency were found. An additional factor labeled passive inferiority was also extracted.

No abstract

A national sample of &8) high school principals shared their knowledge and provided their perceptions regarding personal use of time management techniques and the levels of stress they experienced. The purpose of this study was to challenge the long-held assumption that the use of popular time management techniques (viewed as management functions classified as planning, organizing, directing, controlling, communicating, and decision making) influences levels of stress. Singular and composite correlations (based on stepwise multiple regression analysis) indicated at best a negligible relationship between the use of time management techniques and stress. Although the application of time management techniques enumerated in this study may affect a principal's stress level in an individual case, generally, little impact on stress may be expected Thus this study contravenes the explicit connection between time management and stress that is promoted as an administrative practice among high school principals.

The Behavior Problem Checklist was completed by teachers of 104 students in a residential school for the visually impaired. Four separate factor analyses were performed. Additional analyses were conducted to determine the effect on the factor structure of sex, race, and age. Three factors that correspond to dimensions found in earlier research and previously labeled conduct disorder, personality problem, and inadequacy-immaturity were found. Overall, the visually impaired children tended to have problem behavior patterns similar to other populations, and these patterns were largely independent of the visual handicap.

The appropriateness of the Behavior Problem Checklist for deaf children has been established in various studies. The objective of this study was to use the Behavior Problem Checklist to assess the prevalence of behavior problems in deaf children and to compare these results to earlier studies of behavior problems of hearing and hearing‐impaired children. A lesser prevalence of behavior problems was found than in some earlier studies of deaf children. Results were somewhat more consistent with past findings regarding children with no hearing problems. Comparisons by sex found, as in earlier studies, that boys tended to evidence more behavior problems than girls.