The research was conceived as a longitudinal study to determine the influence of residential treatment on changes in intellectual and school functioning in a group of 85 disturbed and deprived boys. While IQ and achievement progress was significant for the group, analyses by diagnostic category and initial achievement level indicated differential trends. Additional analyses suggested that the experience of deprivation produces a greater negative effect on school achievement than intelligence. In terms of predicting progress in school, initial Full Scale IQ was found to be the best aid to prognosis. No relationship was observed between initial achievement scores and eventual scholastic gain.
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