title: Special education placements of language-disordered children in a psychiatric population.
abstract: Children evaluated by an interdisciplinary team that provided data on psychiatric disturbance, language handicaps, and psychoeducational assessment were placed in special education classes following the complete evaluation. Discriminant analysis as a special case of multiple regression analysis determined that mean reading achievement score, pre-evaluation classroom placement, and to a lesser degree, Performance IQ predicted classroom placement. Overall, correct classroom predictions approached 90 percent. These findings highlight the value of interdisciplinary evaluation to educators and mental health professionals.
authors: University of California, Los Angeles.
authors: E
authors: E
authors: Sinclair
authors: J
authors: J
authors: Alexson
mesh_terms: D000124:Achievement; D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000145:classification / Q000150:complications / Q000175:diagnosis; D004519:Education, Special; D005260:Female; D006760:Hospitalization; D006778:Hospitals, Psychiatric; D006801:Humans; D007806:Language Disorders / Q000150:complications / Q000175:diagnosis*; D007807:Language Tests; D008297:Male; D001523:Mental Disorders / Q000150:complications / Q000175:diagnosis* / Q000534:rehabilitation; D011569:Psychiatric Status Rating Scales; D013064:Speech Disorders / Q000150:complications / Q000175:diagnosis*; D013803:Thematic Apperception Test; D014888:Wechsler Scales