Behavior Problems in Early Adolescence

Quay, Herbert C.; Quay, Lorene C.

doi:10.1111/j.1467-8624.1965.tb05293.x

Cited by 50 publications

(15 citation statements)

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“…As has been the case in numerous previous studies involving public school pupils (Peterson, 1961;Quay & Quay, 1965), child guidance clinic cases (Patterson, 1964), juvenile delinquents (Quay, 1964(Quay, , 1966, and pupils in classes for the emotionally disturbed (Quay, Morse, & Cutler, 1966), the majority of the variance of a multitude of problem behavior traits has been found to be reducible to a much smaller number of underlying dimensions. As noted previously, the conduct problem and personality problem factors have clear counterparts in previous research.…”

Section: Discussionmentioning

confidence: 77%

“…This factor may well represent poor control of impulses to activity, but in view of the larger loadings for the verbal items we have labeled it verbal overactivity. Factor three clearly involves behavior contrary to most social and moral standards and seems a clear representation of the frequently found (Peterson, 1961;Quay & Quay, 1965;Quay, Morse, & Cutler, 1966) conduct problem dimension. Although the loadings are small, Factor four seems obviously to reflect the anxious-withdrawal or personality problem constellation also found in the prior analyses cited above.…”

Section: Resultsmentioning

confidence: 99%

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Dimensions of problem behavior in first grade children

Pimm¹,

Quay

Werry

1967

Psychol. Schs.

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Recognizing the need for an objective, reliable and economic method for assessing behaviors indicative of maladjustment, Pimm and McClure (1966) empirically constructed a checklist of 100 observable behaviors deriving from teacher descriptions of maladaptive classroom behavior. Items of the checklist were then related to age, sex, I&, and to clinical assessments of behavior disorder. This paper reports a further analysis of the checklist in a search for homogeneous clusters of items which might be said to represent basic dimensions of problem behavior. PROCEDURE SubjectsSs for the original stud were 1,445 school children in the Ottawa Public Schools. These children were complete samples of a i the grade one classes in 23 schools in one geographic half of the city. As problem behaviors were infrequent for the sample as a whole, Ss for the current study were those 484 males and 343 females for whom a minimum of three items on the checklist had been marked as being present by their teachers. This reduction in Ss was a necessary first step in reducing the item pool to those items present in at least 10% of the cases. MethodFrequency counts were obtained for the 827 remaining Ss on each of the 100 items of the checklist; 36 items met the 10% frequency criterion. Intercorrelations of the items were then obtained and subjected to a principal axis factor analysis with communalities estimated by use of the highest correlation in the column. Factorization was terminated when the eigenvalues fell below unity; a varimax rotation was subsequently performed on the factors extracted. RESULTSRotated factor loadings are presented in Table 1 for those 31 of the 36 variables which had at least one loading of .25 or greater. The four factors extracted accounted for 71% of the communality.Factor one appears to represent a cluster of behaviors that would be considered troublesome by first-grade teachers, but would be characteristic of the classroom behavior of nursery school or even many kindergarten children. None of the behavioral items appears particularly pathological and we have interpreted this factor as reflecting simply behavioral immaturity. The second factor loads primarily a group of items involving verbal behavior with smaller loadings on three variables involving motor activity. This factor may well represent poor control of impulses to activity, but in view of the larger loadings for the verbal items we have labeled it verbal overactivity. Factor three clearly involves behavior contrary to most social and moral standards and seems a clear representation of the frequently found (Peterson, 1961;Quay & Quay, 1965; Quay, Morse, & Cutler, 1966) conduct problem dimension. Although the loadings are small, Factor four seems obviously to reflect the anxious-withdrawal or personality problem constellation also found in the prior analyses cited above.

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Section: Discussionmentioning

confidence: 77%

Section: Resultsmentioning

confidence: 99%

Dimensions of problem behavior in first grade children

Pimm¹,

Quay

Werry

1967

Psychol. Schs.

Self Cite

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show abstract

“…Si certains auteurs affirment qu'il n'existe aucun lien entre ce que mesurent les tests d'intelligence et l'inadaptation scolaire (Cordier, 1975), pour d'autres, ces données correspondent à un facteur parmi d'autres (Dopchie et coll., 1971). Selon certains auteurs, la qualité de l'investissement de l'élève et la présence de conditions d'apprentissage favorables auraient plus d'influence sur la nature des apprentissages que les seules capacités intellectuelles (Bloom, 1980;Karweit, 1988 (Mannoni, 1979;McCarthy et Paraskevopoulos, 1969;Quay et Quay, 1965;Villars, 1972), ou encore, de "blocages de la pensée" associés à des facteurs affectifs (Vial et coll., 1970). Roth et Meyersburg (1963) Cette approche du problème ne fait cependant pas l'unanimité.…”

Section: ) Les Caractéristiques De L'élèveunclassified

La participation des enseignants du secondaire a l encadrement des eleves comme modalite de reduction de l inadaptation scolaire

Turcotte¹

1991

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“…The last measure of trait anxiety was the Behavior Problem Checklist (BPC) (Peterson, 1961;Peterson, Becker, Shoemaker, Luria, & Hellmer, 1961;Quay & Quay, 1965). This is a 55-item rating scale of behavior problems frequently observed in children.…”

Section: Anxiety Measurementmentioning

confidence: 99%