Definitional and Prevalence Problems in Behavior Disorders of Children

Definitions of behavior disorders in children are far from standardized. This lack of a precise vocabulary continues to plague both research and clinical practice. Confusion about definitions and differences in identification procedures have led to widely varying prevalence figures. School administrators estimate the prevalence of behavior disorders to be in the 2–3% range while teachers and school psychologists report that 15–30% of the school population are in need of special attention for behavioral maladjustment. The significance of environmental intolerance and the instability of many behavior problems over time are discussed.