There is very little information available on personal, educational, and demographic characteristics of seriously emotionally disturbed students based on nationwide data. The present study examined such characteristics and intercorrelations among them based on a national sample of adolescents identified as seriously emotionally disturbed, along with comparable nonhandicapped students. Results provided information about demographic (sex, age, race, population density of student's residence), personal (family structure, medication status), and educational (placements, extent of mainstreaming, related services, years in special education, and teacher information) variables, considered singly and in combination. Results are integrated with existing findings, and research implications are discussed.
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