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Elementary students in classes for the emotionally disturbed: characteristics and classroom behavior
Kay Donahue Jennings1, Sylvia R Mendelsohn1, Kathleen May1
1Western Psychiatric Institute and Clinic.
The American Journal of Orthopsychiatry
|January 1, 1988
Summary
This study examined 147 elementary students in special education for emotional and behavioral disorders. Findings highlight the specific needs of these students within urban public school settings.
Area of Science:
- Educational Psychology
- Child Psychiatry
Background:
- Special education classes serve students with emotional and behavioral disorders.
- Understanding the characteristics of these students is crucial for effective support.
Purpose of the Study:
- To assess the demographic, psychiatric, academic, and observational characteristics of elementary students in self-contained special education classrooms.
- To infer the needs of children identified as emotionally disturbed/behaviorally disordered.
Main Methods:
- Data collection from 147 elementary students in special education.
- Assessment of demographic, psychiatric, academic, and observational data.
- Analysis of characteristics within self-contained urban public school classrooms.
Main Results:
- Detailed characteristics of 147 students with emotional and behavioral disorders were documented.
- Varied needs were identified among students in self-contained special education settings.
Conclusions:
- The study provides insights into the profile of students requiring specialized educational services.
- Findings inform the development of targeted interventions for emotionally disturbed/behaviorally disordered children.