Abstract
Primary among the issues in the study of school-age children with emotional and behavioral disorders (EBD) is the prediction and control of aggressive behavior. Definitional and conceptual problems in measurement have limited our ability to identify and describe classroom conditions that predict occurrences of aggression. In this paper, we revisit briefly a number of issues in the direct measurement of classroom aggression including low base rates, interactional sequences, and reliability.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 29-35 |
| Number of pages | 7 |
| Journal | Behavioral Disorders |
| Volume | 22 |
| Issue number | 1 |
| DOIs | |
| State | Published - Nov 1996 |