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The impact of group treatment programs on the social skills and peer relations of psychiatrically hospitalized children with disruptive behavior disorders was evaluated. Children assigned to a social-cognitive skills training group (SCST; n = 36) were matched to children who participated in a social activity group (SA; n = 20). The results indicated(More)
The present investigation examined the correspondence of teacher ratings and direct observations of classroom behavior. Teachers, extraclass raters, and observers completed standard rating scales and/or measures of overt classroom behaviors of psychiatric inpatient children (N = 32). The study assessed if the correspondence between ratings and direct(More)
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