Abstract
This paper provides an overview of the different patterns of behavior problems that teachers are likely to encounter in the classroom. Different systems for categorizing learning and behavioral problems are considered from the standpoint of whether they involve behaviors that can be observed in the classroom or psychological constructs that must be inferred by mental health specialists. The four behavioral dimensions from the Quay system — personality problems, conduct problems, inadequate-immature behaviors, and socialized delinquency — appear relevant, since they deal with stable behavioral patterns that can be rated reliably in the classroom. Severe emotional problems are also discussed, along with learning disabilities and social misperception, to complete the coverage of behavioral problems. The paper concludes with a few suggestions for informal observation of classroom behavior and specific recommendations for further reading on this topic.
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