Abstract
Academic achievement of children with psychiatric disorders is less frequently studied than their social or emotional adjustment and is consequently less well established. Knowledge of their academic progress seems nonetheless important to the development of sound educational planning both during and after treatment. This study examined the academic functioning of children during psychiatric hospitalization. Academic levels and gains were computed for 110 children and examined in relation to such variables as age, diagnosis, and length of hospital stay. Significance of findings for schooling of youngsters with psychiatric disorders was discussed.
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This study was supported in part by grants from the California State Department of Education, U.S. Department of Education, and NICHD to UCLA Mental Retardation and Child Psychiatry Program and by another grant from U.S. Department of Education to Thomas E. Scruggs, Ph.D. and Margo A. Mastropieri, Ph.D. The authors would like gratefully to acknowledge the special assistance of Ms. Claudia Vicas who assisted in data collection.
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Forness, S.R., Kavale, K.A., Guthrie, D. et al. Academic levels and achievement gains of children hospitalized for psychiatric disorders. Child Psych Hum Dev 18, 71–81 (1987). https://doi.org/10.1007/BF00709951
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DOI: https://doi.org/10.1007/BF00709951