Abstract
Reading, spelling, and arithmetic achievement of children treated in a day psychiatric hospital was examined over time. The results indicated that the majority of children fell in the average and above achievement group and progressed evenly over time. Almost none got worse and only a few made large gains. Organic impairment ratings appeared to distinguish the three performance groups within each subject area.
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This research was supported in part by an award from NIMH Grant No. 1 R03 MH40993-01A1 and from a grant from the Developmental Psychobiology Research Group Endowment Fund No. 1344, provided by the Grant Foundation. The authors would like to thank the staff members and children at the Day Care Center for their cooperation, and Nanci Avitable for her assistance in analyzing the data.
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Zimet, S.G., Farley, G.K. Academic achievement of children with emotional disorders treated in a day hospital program: An outcome study. Child Psych Hum Dev 23, 183–202 (1993). https://doi.org/10.1007/BF00707149
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DOI: https://doi.org/10.1007/BF00707149