Academic Deficits in Emotionally Disturbed Children Revisited

Abstract

While some evidence exists that children with emotional disorders are deficient in academic achievement compared to non-handicapped populations, the nature and extent of these deficits remain unclear. For a sample of children admitted to a psychiatric hospital, achievement scores in reading, arithmetic, and spelling were obtained; and underachievement was computed based on mental age. Findings suggested that only minimal academic deficits exist but that wide variability is evident. Implications for differential diagnosis are discussed.