Predictors of post‐intervention community adjustment for emotionally disturbed elementary school students

Abstract

Information regarding the academic and behavioral functioning of 65 children admitted to a special education program for emotionally disturbed children was collected prior to and at the close of intervention. The children were located two years after discharge. Academic data obtained at time of admission as well as ratings of motor coordination differentiated between children enrolled in regular classes at follow‐up and those in special classes. Behavioral data obtained at the termination of intervention differentiated between children in treatment settings at follow‐up and those in school. Length of stay in the special education program and amount of integration into regular class activities during intervention were not associated with outcome category.