A Study of Emotionally Disturbed Children in Regular and Special Classes

1968 ◽  
Vol 35 (3) ◽  
pp. 197-204 ◽  
Author(s):  
Nicholas A. Vacc
Keyword(s):  
New York ◽  
Emotionally Disturbed ◽  
Rating Scale ◽  
Normal Children ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
Wide Range ◽  
Regular Classes ◽  
Emotionally Disturbed Children ◽  
Special Classes

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.

Long Term Effects of Special Class Intervention for Emotionally Disturbed Children

1972 ◽  
Vol 39 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Nicholas A. Vacc
Keyword(s):  
Long Range ◽  
Emotionally Disturbed ◽  
Special Class ◽  
Long Term Effects ◽  
Overt Behavior ◽  
Class Placement ◽  
Long Term Changes ◽  
Regular Classes ◽  
Emotionally Disturbed Children

This study was designed to investigate long term changes in achievement, overt behavior, and social position of children identified as emotionally disturbed. Changes were measured for two groups of emotionally disturbed children: those who had experienced special class placement and had returned to regular classes for at least 2 years and those who did not experience the special class procedure. The results of the analyzed data question the long range efficacy of special class intervention.

Self-Perception, Personality, and Behavior in Emotionally Disturbed Children

1978 ◽  
Vol 4 (1) ◽  
pp. 6-12
Author(s):  
Melody Noland ◽  
Joseph J. Gruber
Keyword(s):  
Emotionally Disturbed ◽  
Rating Scale ◽  
Behavior Rating ◽  
Self Perception ◽  
Behavior Rating Scale ◽  
Student Assessments ◽  
Test Retest Reliability ◽  
Processing Techniques ◽  
And Behavior ◽  
Emotionally Disturbed Children

The relationships among self-perception, personality, and behavior variables in 61 emotionally disturbed children were investigated using both univariate and multivariate data processing techniques. Additionally, the reliability and objectivity of a behavior rating scale were assessed when employed with this special group of subjects. Some of the results reported were that (1) self-esteem was positively related (.413) to the introversion vs. extroversion factor and negatively related (–.703) to the low vs. high anxiety factor, (2) student assessments of their own personalities were not highly related to the teachers' ratings of behavior when viewed solely in a univariate sense, (3) a significant canonical correlation of .576 was found between personality and behavior as rated by the day teacher, and (4) the test-retest reliability of the behavior rating scale ranged from .300 to .800 while objectivity ranged from .074 to .481.

A Modification in the Sequential Tutoring of Emotionally Disturbed Children

1967 ◽  
Vol 33 (8) ◽  
pp. 517-521
Author(s):  
L. K. Brendtro ◽  
Phyllis Rash Stern
Keyword(s):  
Emotionally Disturbed ◽  
Tutoring System ◽  
Primary Intervention ◽  
Alternative System ◽  
Emotionally Disturbed Children ◽  
Special Classes

Previous research has indicated that the primary intervention in special classes for the disturbed is sequential tutoring. In this method the teacher provides individual attention by rotating from student to student. A number of limitations to this approach are discussed and an alternative system of individualizing the instructional procedure is suggested. Several advantages of this modified sequential tutoring system are considered.

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

Issues in the Education of Emotionally Disturbed Children

1981 ◽  
Vol 6 (4) ◽  
pp. 223-237 ◽  
Author(s):  
Bob Algozzine ◽  
Lee Sherry
Keyword(s):  
Emotional Disturbance ◽  
Emotionally Disturbed ◽  
Emotional Problems ◽  
Children And Youth ◽  
Treatment Programs ◽  
Assessment Practices ◽  
Individual Child ◽  
Wide Range ◽  
Emotionally Disturbed Children

Major issues facing educators and clinicians in the field of emotional disturbance in children and youth are centered around providing appropriate services to this population. Three major problems are discussed in relation to helping disturbed children. They are: (1) issues pertaining to assessment practices; (2) issues pertaining to the nature of emotional disturbance; and (3) issues pertaining to the treatment of emotional problems. Because of the wide range of theoretical backgrounds of practitioners in the field and because of non-standardized practices in defining, identifying, placing, and treating disturbed children these issues continue to cause widespread disagreements among professionals when implementing treatment programs. The need for objectively defining emotional problems and rationally designing programs to meet individual child needs is stressed.

Special classes for emotionally disturbed children.

1964 ◽  
Vol 34 (4) ◽  
pp. 696-704 ◽  
Author(s):  
Jay L. Bisgyer ◽  
Carl L. Kahn ◽  
Vernon F. Frazee
Keyword(s):  
Emotionally Disturbed ◽  
Emotionally Disturbed Children ◽  
Special Classes

Psychological Distance in Disturbed and Normal Children

1968 ◽  
Vol 23 (3) ◽  
pp. 695-701 ◽  
Author(s):  
Alexander Tolor
Keyword(s):  
Patient Group ◽  
Emotionally Disturbed ◽  
Psychological Distance ◽  
Treatment Center ◽  
Control Group ◽  
Social Stimuli ◽  
Normal Children ◽  
Stimulus Effects ◽  
Distance Judgments ◽  
Emotionally Disturbed Children

In an attempt to determine whether emotionally disturbed children experience more distant psychological relationships than normal children a modified version of Kuethe's social schemata technique was administered to 20 children referred to a treatment center and to 26 control group youngsters. The figures to be replaced on a field consisted of eight social stimuli and four non-social designs presented in 12 different combinations of pairs. No significant systematic directional differences in replacement distances for emotionally disturbed as compared with normal children were found. There were, however, significant age and stimulus effects. Moreover, the patient group exhibited less over-all accuracy in distance judgments than the non-disturbed children.

“Spontaneous” Improvement in the Social Positions of Emotionally Disturbed Children in Regular Classes

1972 ◽  
Vol 31 (2) ◽  
pp. 639-645
Author(s):  
Nicholas A. Vacc
Keyword(s):  
Emotionally Disturbed ◽  
Social Position ◽  
Social Climate ◽  
The Social ◽  
Measure Change ◽  
Negative Perceptions ◽  
Spontaneous Improvement ◽  
Regular Classes ◽  
Healthy Personality ◽  
Emotionally Disturbed Children

This study was conducted to measure change in the social positions of emotionally disturbed children through time and to assess the importance of acceptance by peers for the development of a healthy personality. The results showed that rejection of emotionally disturbed children was not maintained. This change in social position was not the result of an increase in the positive perceptions of emotionally disturbed children but an absence of negative perceptions by peers. These findings suggest that reduction in negative perceptions by peers may produce the social climate for good development. These results suggest that for good development, stress placed on the importance of acceptance by peers should be discounted.

Influencing Associative Thinking and Imagery in Emotionally Disturbed Children

1976 ◽  
Vol 39 (1) ◽  
pp. 183-188 ◽  
Author(s):  
Leonore Loeb Adler ◽  
Pearl H. Berkowitz
Keyword(s):  
Emotionally Disturbed ◽  
Simultaneous Presentation ◽  
Fruit Tree ◽  
The Other ◽  
Control Groups ◽  
Normal Children ◽  
Graphic Representations ◽  
Visual Aid ◽  
And Control ◽  
Emotionally Disturbed Children

The present study with 105 emotionally disturbed children was a replication of a previous “Fruit-Tree Experiment” with normal children and investigated the influence exerted by an unfamiliar story on the content of drawings. A counterbalanced design was used for two series spaced 1 yr. apart of three picture drawing sessions each. Before the second drawing session a short and novel story was read to the children. Half of the children in the experimental and control groups were simultaneously shown a pertinent picture to the story, while the other half of the children did not receive any visual aid. The results showed that the simultaneous presentation of pertinent pictures with the stories did not seem to have any effect on the responses. However, the children in this study responded very much like the normal children. The present “Fruit-Tree Experiment” showed in the graphic representations by emotionally disturbed children that changes in thought associations and imagery occurred, due to their brief exposure to an unfamiliar story.

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