Validation of Inattention/Overactivity and Aggression Ratings With Classroom Observations


The present study examined the differential validity of teacher ratings of Inattention/Overactivity and Aggression among a sample of 48 clinic-referred boys. These ratings were correlated with observations undertaken in three different classroom settings: large group work; small group work; and independent seat work. Results indicated that the teachers were able to differentiate significantly between these externalizing behaviors in the classroom settings. The results of previous studies suggesting common correlates of both hyperactivity and conduct problems factors might have been limited by both sample characteristics and the rating scale factors employed.

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Dr. Milich was at the University of Iowa when the article was originally published.