The presumed five subscale structure of the Walker Problem Behavior Identification Checklist was investigated. A maximum likelihood factor analysis with varimax rotation was applied to responses from teachers on 258 pupils to confirm or disconfirm the existence of five distinct factors corresponding to the subscales. The clearest subscale was "acting out," with the other subscales revealing an ambiguous pattern of loadings on the remaining factors. Clinical interpretations using profiles should probably be limited to the "acting out" subscale.
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