Article1972

Long Term Effects of Special Class Intervention for Emotionally Disturbed Children

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Behavioral and Psychological Studies Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development

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.

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2017Wide Range Achievement Test 1924Review of Educational Research.1971Early identification of emotionally handicapped children in school 1954Follow-up studies of shy, withdrawn children—I. Evaluation of later adjustment.1963EDUCATING EMOTIONALLY DISTURBED CHILDREN 1962Educating Emotionally Disturbed Children

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1996Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily 1996Expanding the Social Skills Deficit Framework 1977Emotionally Disturbed Children and Regular Classroom Teachers 1973Accountability in Special Education

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