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Abstract
The present study investigated the possible effect of instrument titles on prospective teacher ratings of child behavior utilizing a posttest-only control group experimental design. Though statistical analyses revealed no main effects for label (label vs. no label) or major focus of study (regular education vs. special education), all groups rated a normal child's behavior in the clinically elevated range on several dependent variables. Implications tor those professionals in the fields of education and psychology are discussed along with the need for additional research in the area.