The Extent of Academic Retardation in a Residential Treatment Center

Spelling Errors of Withdrawn and Conduct Problem Children

“…Using a larger population (N=116), more sensitive instruments, and a mental age (MA) base for computing expected achievement level, they found that academic underachievement was more frequent among disturbed children than among normals. Graubard's (1964) study with delinquent children, similar in methodology, corroborated Stone & Rowley's finding that there was more academic underachievement among maladjusted children. Schroeder's (1965) comparison of academic skills among children classified into five behavior categories indicated that underachievement frequently accompanied emotional disturbance, but that underachievement varied according to the type and severity of the disorder.…”

Mainstreaming: Perspectives on Educating Handicapped Children in the Public School

“…Although this result would seem to be strong support for mainstreaming ED children, changes which might have occurred independently of treatment conditions were not accounted for. Research indicates that ED children improve with length of treatment (Graubard, 1964) and also show spontaneous behavioral improvements without intervention (Glavin, 1972;Glavin, Quay, Annesley, & Werry, 1971). …”

“…Several investigations concerned with the academic achievement of emotionally disturbed children in varying educational contexts indicate that a majority of emotionally disturbed children experience serious academic deficiencies. Graubard (1964) found that 95% of the emotionally disturbed children receiving treatment from a psychiatric center demonstrated serious academic retardation in reading and mathematics by an average of three years below expectancy. Motto and Wilkins (1968) institutionalized ED children.…”

An Observational Study of Teachers’ Reading Instruction of Students with Emotional or Behavioral Disorders

“…In an early review of research on the school achievement of adjudicated delinquents, Silberberg and Silberberg (1971) cited four studies done before 1940 that indicated that juvenile delinquents were deficient in reading achievement. Studies done in the 1960s also indicated that the academic achievement of students placed in classrooms for students with E/BD was deficient in comparison to the academic achievement of their same-age peers (Glavin & Annesley, 1971;Graubard, 1964;Motto & Lathan, 1966;Motto & Wilkins, 1968;Schroeder, 1965). Schroeder (1965) reported that children with emotional disorders were underachieving at all grade levels and concluded that academic difficulty and emotional disorders were concomitant.…”