REVISITING CONCEPTUAL ISSUES IN THE MEASUREMENT OF AGGRESSIVE-BEHAVIOR

Primary among the issues in the study of school-age children with emot ional and behavioral disorders (EBD) is the prediction and control of aggressive behavior. Definitional and conceptual problems in measureme nt have limited our ability to identify and describe classroom conditi ons that predict occurrences of aggression. In this paper, we revisit briefly a number of issues in the direct measurement of classroom aggr ession including low base rates, interactional sequences, and reliabil ity.