Abstract
A review of the literature about creativity led to the hypothesis that there might be differences in creative ability of students with behavioral problems and those without. Students without behavioral problems were identified at two comprehensive high schools and a random sample of these students enrolled in normal classrooms were compared to the population of students with behavioral problems at both schools and in normal classrooms. The Unusual Uses subtest of the Torrance tests was administered to both groups, yielding component scores of fluency, flexibility, elaboration and originality. Students with behavioral problems obtained statistically significantly higher scores on flexibility and originality, while there were no significant differences on the other two measures.
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