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Abstract

The purpose of this research is to examine the statistical relationship between psychoeducational profiles of violent and assaultive youth and their success or failure in being mainstreamed into public schools. The research hypothesis was that specific variables contained in a student's psychoeducational profile may contribute significantly to differences between his being successfully or unsuccessfully mainstreamed. Uncorrelated t tests indicated that follow-up contacts with the public school system, numerical ratings on an ecological measure, Verbal IQs, one of the WISC—R subtests (Similarities), and the PIAT Reading Comprehension, Reading Recognition, and Spelling scores differentiated significantly between the two groups.

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Profile Differences Between Successfully and Unsuccessfully Mainstreamed Violent and Assaultive Youth

Abstract

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