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Abstract

Mildly handicapped (n = 521) and non-handicapped students (n = 561) in Grades 1 to 12 were rated by 52 teachers on a checklist of items corresponding to Bower's list of characteristics of emotional disturbance. An unrotated principal component factor analysis identified 8 factors for both groups of students with eigenvalues greater than 1.00. Coefficients of congruence indicated a similar factor structure for the two groups of students on the first three factors. The mildly handicapped students were reported to have significantly more problem behaviors than the non-handicapped students. Those who work with both groups of students should be trained to cope with behaviors that suggest emotional disturbance.

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Factor Structure of Problem Behavior for Mildly Handicapped and Non-Handicapped Students

Abstract

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References