Although emotional and behavioral problems have often been reported in populations of educable mentally retarded (EMR) students, there are limited data substantiating their existence. The present study used the Behavior Problem Checklist to determine the prevalence of such problems. Teacher completed rating scale data were collected on boys and girls aged 6 to 18 years identified as EMRs or non-handicapped learners (NL). Significant differences between EMR and NL students were most notable on items related to self-esteem, disruptiveness, and attentional problems. Age and sex differences within the population of EMR students were also explored. Implications are discussed relative to intervention efforts with specific problems manifested in this population and directions for further research are identified.
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