L L Loar

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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)
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)
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