A Study of Emotionally Disturbed Children in Regular and Special Classes

Abstract

This study was conducted to measure change in achievement and overt behavior of emotionally disturbed children in special and regular classes in Chautauqua County, New York. The social position of emotionally disturbed and normal children in regular classes was also assessed. A comparative description was made on the basis of the analyzed data and the following conclusions were made within the stated limitations of the study. The emotionally disturbed children in the regular classes achieved less well on the Wide Range Achievement Test and the Behavior Rating Scale than did the emotionally disturbed children in special classes. Further, the emotionally disturbed children in the regular classes were less well accepted than the normal children.