. Author manuscript; available in PMC: 2015 Dec 1.

Published in final edited form as: Sch Psychol Q. 2014 Jun 16;29(4):422–437. doi: 10.1037/spq0000071

Table 4.

Bivariate Correlations between Study Variables and the Teacher AAPC

	(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)
(1) Teacher AAPC Total Score	---
(2) Teacher Academic Skills Index	.97^*	---
(3) Teacher Disruptive Behavior Index	.65^*	.45^*	---
(4) Teacher Academic Impairment	.57^*	.58^*	.28^*	---
(5) GPA	−.39^*	−.38^*	−.23^*	−.30^*	---
(6) Teacher Inattention Symptoms	.85^*	.84^*	.51^*	.57^*	−.30^*	---
(7) Teacher H/I Symptoms	.49^*	.38^*	.68^*	.21^*	−.12	.55^*	---
(8) Teacher Classroom Disruption	.38^*	.31^*	.43^*	.30^*	−.07	.37^*	.43^*	---
(9) IQ	−.16	−.15	−.10	−.12	.25^*	−.15	−.08	−.08	---
(10) Relationship with Teacher	.32^*	.29^*	.28^*	.28^*	−.12	.32^*	.25^*	.28^*	−.02

Note. Parent-rated academic impairment and relationship with parent measured by the Impairment Rating Scale (IRS; Fabiano et al., 2006); Parent Inattention and H/I symptoms measured by the Disruptive Behavior Disorders Rating Scale (DBD; Pelham et al., 1992); IQ measured by the Wechsler Abbreviated Scale of Intelligence (Wechsler, 2003)

p<.002