Disturbing Behavior Checklists' Technical Manual

Ecological theorists have suggested that "disturbance" may result from an interaction between a child's behavior and reactions to that behavior within ecosystems such as schools. In this context, behavior is viewed as "disturbing" rather than "disturbed" and equal emphasis is given to the child and to individuals with whom the child interacts when identifying academic and social problems. The implications for intervention from this view suggest the need for altering the child's behavior as well as altering individuals' reactions to that behavior. The "Disturbing Behavior Checklists" are rating scales for use in documenting the relative disturbingness of behaviors associated with "emotional disturbance" (ED) and "learning disabilities" (LD). The measures are comprised of items included in screening instruments used to identify students with learning and behavior problems. Factor analyses of responses from teachers and other professionals (n = 400) provide evidence of dimensions reflecting behaviors that are "disturbing" and bothersome when working with children. The "Disturbing Behavior Checklists" have positive psychometric qualities (i.e., reliability and validity) including evidence to support the usefulness of the construct of a disturbing child (and/or disturbing behavior) in understanding school-related problems. The checklists have been used in a variety of research studies. Three appendixes present: (1) Disturbing Behavior Checklist (DBC) I; (2) Disturbing Behavior Checklist (DBC) II; and (3) Disturbing Behavior Checklists - Related Research. (Contains 7 tables.)