The effect of placement on the PIQs of children with hearing impairment (HI) was examined. Specifically, children in three types of placement options (commuter to a residential school, resident at a residential school, and commuter to a mainstream day program) were evaluated 3 to 4 years after enrollment to determine what, if any, changes had occurred in their Wechsler Performance IQs. The ANCOVA results demonstrate statistically significant gains for commuters and residents attending the residential program, in contrast to no PIQ change for children attending the day program. These results contradict arguments that placement in a segregated, residential setting invariably inhibits cognitive development. Additional implications for educational placement and research are discussed.
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