Relationships among Observed Classroom Behavior and Three Types of Teacher Ratings

Abstract

The purpose of this study was to investigate the relationship between teachers' ratings of their students' behavior and direct observational data. The subjects for the study were 63 male pupils from eight first-grade classrooms. The O'Leary, Kaufman, Kass, & Drabman (1970) disruptive behavior code was used to collect observational data during a 3-week period. Teachers were asked to rate each child on three rating scales: the Quay-Peterson Behavior Problem Checklist, the Miller School Behavior Checklist, and a scale involving frequency estimates of the nine O'Leary et al. code behaviors. Data analysis revealed considerable independence of the major types of measurement (direct behavioral observation vs. global ratings). The findings are discussed in terms of their implications for the assessment of children in classroom settings.