A description of reactive behavior patterns in gifted adolescents

Abstract

The purpose of this study was to describe the reactive behavior patterns of a given population of gifted adolescent students in advanced placement courses and to validate the instrument used to identify those behavioral patterns. Identification of reactive behavior patterns is essential to facilitating communication between teachers, parents, and students. Data from 26 clinical subjects and their parents were collected to validate the Long Reactive Behavior Patterns Questionnaire. Data from the parents and teachers of 100 advanced placement students in a suburban high school were collected by questionnaire to describe their behavioral patterns. Advanced placement test scores for all participating subjects were obtained from the College Board.

Results validated the Long Reactive Behavior Patterns Questionnaire for use by parents. Data collected from parents and teachers indicated a significant level of agreement in identifying one type of behavior pattern, while there was some disagreement on the others. Most female subjects were identified as aggressive-dependent, while approximately 75% of males were identified as aggressive-dependent. Gender was found to have a relationship to behavior patterns found within the advanced placement program. A tendency for scores on math AP exams to be higher for students with aggressive-dependent behavior patterns was discovered.

Notes

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Graduation Date

1995

Semester

Spring

Advisor

Kysilka, Marcella

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Foundations

Degree Program

Curriculum and Instruction

Format

PDF

Pages

98 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029495

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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