Screening Emotionally Disturbed Children in a Rural Setting

Abstract

This study was undertaken to ascertain the efficacy of screening procedures in a 2 county rural area in east central Illinois. Two aspects of the problem were investigated: (a) the question of interpersonal bias and (b) the presence of correlational validity between a set of materials for screening problem children and the ratings of problem behaviors. It was found that teacher and/or student screening was not biased by the absence of interpersonal compatibility and that a significant but low order relationship existed between children screened in as potentially disturbed and ratings of problem behaviors.