Increased use of psychiatric diagnostic workups has occurred in determination of children's eligibility for special education or related services. Past research with small samples suggests little relationship to school functioning. The present study examined DSM III Axis I and Axis II diagnoses in 350 school children referred for psychiatric evaluation. Diagnostic categories were examined in terms of their relationship to age, sex, ethnicity, IQ, achievement, and special education placement. Findings suggested wide disparity, but certain DSM III diagnostic groups appeared to have identifiable education characteristics.
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