Special Class Placement for Conduct Problem Children.
Conduct problem first graders were randomly assigned to either a special class of 8 children (N=23) or regular classes (N=16). Treatment children attended special classes for 8 months and then returned to regular classes. No significant differences between groups existed at referral. Both groups imp...
| Publicado en: | Exceptional Children Vol. 44; no. 1; pp. 24 - 31 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Sep1977
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19709447&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19709447 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Sep1977 vid: 44 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19709447 10.1177/001440297704400104 ppf: 24 ppct: 7 formats: tig: atl: Special Class Placement for Conduct Problem Children. aug: au: O'Leary, Susan G. Schneider, Marlene R. affil: Assistant Professor, Point of Woods Laboratory School, Psychology Department, State University of New York at Stony Brook Head Teacher, Point of Woods Laboratory School, Psychology Department, State University of New York at Stony Brook su: Education of problem children Problem children Behavior disorders in children Classroom environment Exceptional children Children Special education Education United States sug: subj: United States Education of problem children Problem children Behavior disorders in children Classroom environment Exceptional children Children Special education Education ab: Conduct problem first graders were randomly assigned to either a special class of 8 children (N=23) or regular classes (N=16). Treatment children attended special classes for 8 months and then returned to regular classes. No significant differences between groups existed at referral. Both groups improved significantly on a teacher rating scale and observed classroom behavior. The treatment group scored significantly higher than controls on reading achievement 1 month after returning to regular classes. Alternative models of intervention are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1977 holdings: @attributes: islocal: N |
|---|