Studied the effect of student characteristics on teachers' ratings of treatment acceptability for attention deficit hyperactivity disorder (ADHD). Participants (N = 159) included experienced elementary school teachers who read 1 of 6 vignettes describing a child with symptoms representative of ADHD. Vignettes varied by sex and symptomsubtype classification. However, the number and specific type of symptoms described in the vignettes were consistent across all conditions. Next, teachers read a description of a daily report card (DRC), response cost technique, classroom lottery, and medication and rated their levels of agreement to the items of the Behavioral Intervention Rating Scale (BIRS). Teachers preferred the DRC to all other forms of treatment. However, there was a significant interaction between the type of treatment and sex of the student on the 3 factors (Treatment Acceptability, Treatment Effectiveness, and Timeliness) of the BIRS. 413

This study evaluated the 102 items of the Student Behavior Survey (SBS; Lachar, Kline, Wingenfeld, & Gruber, 1995). The SBS is a teacher behavioral rating scale that can be used with the parent-informant Personality Inventory for Children, the student-informant Personality Inventory for Youth (Lachar & Gruber, 1995; Wirt, Lachar, Klinedinst, & Seat, 1984), or as a stand-alone instrument. Three disruptive behavior scales (Attention Deficit Hyperactivity, Oppositional Defiant, and Conduct Problems), developed through consensual nomination to DSM-IV criteria, obtained empirical support for item placement and demonstrated positive psychometric properties. These scales possessed excellent internal consistency and adequate temporal stability and interrater reliability. Student gender, age, and referral status affected scale elevation in expected ways. These three SBS scales also obtained strong correlations with conceptually related independent measures and discriminated among subgroups of clinical and special education students.