Affiliation:
1. State University College of New York at Fredonia, Fredonia, New York.
Abstract
This study was designed to investigate long term changes in achievement, overt behavior, and social position of children identified as emotionally disturbed. Changes were measured for two groups of emotionally disturbed children: those who had experienced special class placement and had returned to regular classes for at least 2 years and those who did not experience the special class procedure. The results of the analyzed data question the long range efficacy of special class intervention.
Subject
Developmental and Educational Psychology,Education
Cited by
35 articles.
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