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.
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References
Conners JE:Special Educational Needs for Emotionally Disturbed Children. Boston, Massachusetts Department of Mental Health, 1969.
Hoffman HJ:Take a Giant Step. Boston, Massachusetts Advisory Council on Education, 1969.
Stotsky BA:The Emotionally Disturbed Child and the Special School. Boston, Massachusetts Department of Education, Division of Special Education, 1972.
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This paper was written with the collaborative assistance of Mrs. J. Gold. The assistance of B. Hutcheson, N. Gold, D. Gold, and others is gratefully acknowledged. This study was supported by a grant from the United States Office of Education, Bureau of Education of the Handicapped, under Public Law 89-313.
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Stotsky, B.A., Browne, T. & Philbrick, W.A. A study of outcome of special schooling of emotionally disturbed children. Child Psych Hum Dev 4, 131–150 (1974). https://doi.org/10.1007/BF01436021
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DOI: https://doi.org/10.1007/BF01436021