The most salient aspects of several different theories from education and psychology were considered and carefully worked into a treatment program to meet the needs of ten delinquent girls who were appraised by a group of several evaluators as having learning disabilities and/or behavior disturbances. This very intensive, in-depth intervention occupied their total life space for three months. Most of the behavioral changes were documented by subjective evaluations made by the institutional and project staff. Educational improvements in reading performance and intellectual functioning are substantiated by post-test scores.
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