Controlled studies comparing the progress of children with behavioral disorders in different educational settings were reviewed. Pupils in self-contained special programs displayed greater improvement in academic achievement than their counterparts in regular classes. However, the reverse pattern applied to changes in self-concept. Findings regarding behavioral improvement were more inconsistent. Important methodological and conceptual limitations in the original data sources indicate caution in interpreting these findings. Follow-up data indicate enormous fluctuation in the success of special programs in assisting youngsters with behavioral disorders to reintegrate successfully into regular classes.
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