Citation

Muscott HS. Educ. Treat. Child. 1997; 20(3): 336-356.

Copyright

(Copyright © 1997, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The present investigation compared the characteristics of students with emotional/behavioral disabilities (EBD) in four sequential special education placements. Special education teachers in resource rooms, special classes, special schools, and residential schools rated the behavior of 473 elementary and secondary students in order to determine whether students' behavioral characteristics varied as a function of either placement or instructional level.

RESULTS revealed differences in overall maladaptive behavior for some elementary, but no secondary placements. Elementary students had significantly higher rates of maladaptive behavior than secondary peers. Students in residential schools were more maladaptive than peers in either resource rooms or special classes. Implications for the reintegration and inclusion of students with EBD are discussed in light of the findings.

Language: en