An epidemiological study of behaviour disorder in the Saskatoon Tribal Council student population
Date
1995-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
School failure can be the result of inappropriate programming
brought about by failure to recognize the specific needs of individual
students. Members of the Saskatoon Tribal Council were concerned
about the number of students in their jurisdiction who were not
successfully completing a high school education. A large study was
commissioned to ascertain the number of students with
exceptionalities so that the Tribal Council could advocate for
appropriate funding and programming to ensure success for more
students. As part of the larger study of exceptionality, this research
studies the number and nature of Behaviour Disorder in the Saskatoon
Tribal Council student population. A two-phase study was designed
using the Behaviour Rating Profile-2 (teacher rating) as an initial
screen. Those students meeting cut-off criteria on the screening
device were administered the Behavioral Assessment System for
Children. The Teacher Rating, Student Self-Report and Parent Rating
Scales were used to collect behavioral data.
Results showed that 86 students met clinical cut-off criteria on
one or more scales of the Behaviour Assessment System for Children.
This number when extrapolated to the total population represents 27%.
Teachers identified more boys than girls on every scale with the exception of the Leadership and Study Skills scales. In contrast to
teacher ratings, a higher number of girls were identified on the Student
Self-report of Personality on all scales with the exception of the
Attitude to Teachers and the Relations with Parents subscales. The
highest numbers, regardless of sex or age, were identified as suffering
from externalizing behaviours by teachers. Students identified the most
numbers on those scales which measure internalizing behaviours, the
development of self-identity and self-reliance. Age did not appear to
be a significant factor in the identification of behaviour problems, with
students from all age groups being identified on most scales; however,
the largest number of problems were experienced by the 10 to 14 year
old age group.
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Citation
Degree
Master of Education (M.Ed.)
Department
College of Education
Program
College of Education