Relation between Parent-Rated Adaptive Behavior and School Ratings of Students Referred for Evaluation as Educable Mentally Retarded

Abstract

This study investigated the relation among parents' perceptions of the adaptive behavior of students considered for placement in a class for educable mentally retarded, the self-ratings of those students, and ratings of those students by their teachers. Parents' ratings were gathered using the Adaptive Behavior Inventory for Children. Students' self-ratings and teachers' ratings were collected using the Behavior Rating Profile. Moderate association was found between parents' adaptive behavior ratings and the students' self-ratings of peer relationships. Significant but relatively low association was found between parents' adaptive behavior ratings and teachers' ratings. Implications of the findings for psychologists and special educators are mentioned.

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