Abstract
This study reports upon the effectiveness of nursery school experiences provided for preschool siblings of emotionally disturbed children in a special program. The results of a multiple comparison design indicate a significant gain in the Language and Non-language IQ scores for the experimental subjects. These gains were particularly noticeable in areas such as logical reasoning, numerical reasoning, verbal concepts, and memory, Interpretation of the results and their significance relative to curricula for deprived children at the preschool level are presented.
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