Special class EMR children mainstreamed: a study of an aptitude (learning potential) x treatment interaction

M. Budoff, Jay Gottlieb

Research output: Contribution to journalArticle

Abstract

Academic, personal, and social growth were compared for special class EMR children who were assigned randomly to regular grades or retained in special classes at three time intervals: prior to the assignment, 2 months after assignment, and at the conclusion of the school year. There were no significant differences between the two groups prior to or 2 months after reintegration. After one school year, the reintegrated children were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior. The hypothesis that the more able students by the learning potential criterion would benefit more from regular than special class placement was supported. These students expressed more positive feelings toward themselves as students, felt others perceived them as more competent, and behaved more reflectively when they were integrated than when assigned to special class. The high able (learning potential) students performed more competently academically than the low able (learning potential) students, regardless of placement.

Original languageEnglish (US)
Pages (from-to)1-11
Number of pages11
JournalAmerican Journal of Mental Deficiency
Volume81
Issue number1
StatePublished - 1976

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Aptitude
Learning
Students
Therapeutics
Emotions
Interaction
Growth
Placement
Assignment
Regular
School Year

ASJC Scopus subject areas

  • Psychiatry and Mental health

Cite this

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