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Abstract
Teacher-completed Behavior Problem Checklists (BPC) were obtained on behaviorally disordered and nonhandicapped girls at three different age levels. Analysis yielded significant effects for category, dimension of adjustment problem, and category-by-dimension interaction. Significant differences between the behaviorally disordered and nonhandicapped girls were found on three of the four BPC dimensions, differentiating the two groups on Conduct Disorder, Personality Problem, and Inadequacy-Immaturity. Implications for a better understanding of behavior disorders and for further research were noted.