A modified 36-item version of the Disturbing Behavior Checklist was used to examine the dimension of frequency in teachers' judgments about willingness to tolerate inappropriate behaviors in regular classrooms. Two samples of clinical teachers were asked to respond to the scale developed to explore this dimension: teachers in regular classes judging for themselves and special education teachers predicting how the generality of regular teachers might respond. The two groups differed on only 4 of the 36 behaviors. Three additional questions about tolerance of the addition of seriously emotionally disturbed children to mainstream classes were posed and no significant differences between groups were found. It was concluded that teacher opinions on these questions are worthy of respect and that the dimension of frequency of behavioral disorders should be examined in subsequent research.
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