A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating …

The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant …

The purpose of this exploratory study was to compare various attributes of never-married single men and women to married men and women. The Taylor-Johnson Temperament Analysis, the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) Scale, and the Personal Skills Map were completed by 138 never-married singles and 139 married volunteers, both male and female. Volunteers were predominantly Caucasian, Protestant, active in their churches, and college educated. Ages ranged from 30 to 39 years. Married volunteers were married only once for five years or more. A step-wise discriminant analysis was run on each of the three instruments to determine which variables were significant across groupings. Summary conclusions were made showing that never-married men and women were more socially energetic but less expressive and responsive than were married men and women. Single men, as compared to married men, were also more passive and saw themselves in a less favorable light. Single women, when compared to married women, were also more dominant. Single women, when compared to single men, were more relaxed and more assertive, but more critical and punitive. An implication for counselors is that never-married single people may need help with relating at a deeper level of vulnerability and personableness. Single men may …