A study of outcome of special schooling of emotionally disturbed children
Article
- 27 Downloads
- 6 Citations
Abstract
The effects of special residential and day schooling experience on 573 emotionally disturbed children from Massachusetts were evaluated with particular attention to such variables as successful and unsuccessful clinical and educational outcome, age, sex, and intellectual differences, residential versus day school placement, differences in diagnosis, degree of emotional disturbance at time of placement, and change in behavior or educational performance while at the special school. Most children derived benefit from the experience; a substantial minority did not.
Keywords
Social Psychology Educational Outcome Emotional Disturbance Schooling Experience Special School
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Preview
Unable to display preview. Download preview PDF.
References
- 1.Conners JE:Special Educational Needs for Emotionally Disturbed Children. Boston, Massachusetts Department of Mental Health, 1969.Google Scholar
- 2.Hoffman HJ:Take a Giant Step. Boston, Massachusetts Advisory Council on Education, 1969.Google Scholar
- 3.Stotsky BA:The Emotionally Disturbed Child and the Special School. Boston, Massachusetts Department of Education, Division of Special Education, 1972.Google Scholar
Copyright information
© Behavioral Publications, Inc. 1974