A questionnaire was sent to state directors of special education in each of the 50 states and the District of Columbia regarding the current status of public school services for emotionally disturbed children. Data of interest to the survey included: terminology and definitions, prevalence estimates, educational services available, program standards, eligibility and placement, termination of special services, exclusion procedures, and administrative organization of programs. Data were analyzed in two ways: (a) for the entire country and (b) by dividing the country into geographic regions. The highlights, both regional and national, are reported here to provide some current information pertaining to public school programing for disturbed children.

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75not predicted by intelligence test scores, while successful use of another ability (for E matrices) is predicted by intelligence test scores. BIBLIOGRAPHY ACHENBACH, T. M. Cue learning, associative responding, and school performance in children. Developmental Psychology, 1969, 1, 717-725. ACHENBACH, T. M. The children's associative responding test: a possible alternative to group I& tests. Journal of Educational Psychology, 1970, 61,333-339. GOTKIN, L. G. Programmed instruction as a strategy for developing curricula for disadvantaged children. Monographs of the Society for Research in Child Development, 1968, 33 (8, Serial No. 124), 19-35.HEBRON, M. E. A factorial study of learning a new number system and its relation to attainment, intelligence and temperament.

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