Revisiting conceptual issues in the measurement of aggressive behavior

Joseph H. Wehby, Frank J. Symons

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


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 languageEnglish (US)
Pages (from-to)29-35
Number of pages7
JournalBehavioral Disorders
Issue number1
StatePublished - Nov 1996


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