Thesis (Ed.M.)--Boston University

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The purpose of the present study is to investigate the differences in performance of a sample of children with organically based test behavior and learning disabilities and those children whose disorders are functional in origin. It is the purpose of this paper to determine if there exists a particular profile on the Bender Gestalt and the WISC that would help to differentiate these two diagnostic categories which at some levels of behavior are quite similar. The present study is an attempt to compare the WISC and the BGT of emotionally disturbed children with the WISC and the BGT of those children who have been diagnosed as neurologically impaired. It is more important today than ever before to ascertain a correct estimate of ability, the reasons for difficulties in learning and behavioral problems of young school age children, while at the same time taking into consideration the global intelligence and potentials of the individual. This eminates from the growing interest in, and work with, the different diagnostic categories of children by clinics and schools. This increased interest is evident in the larger number of diagnostic personnel associated with the school systems and more individualized types of instruction for the child with unusual difficulties or abilities.

Since this is a survey to determine the current practices and procedures of counseling in residential treatment centers for emotionally disturbed children, the problem of this study may be stated as follows: (1) to review related literature in the field of counseling and guidance in order to determine the best educational thought as to what constitutes a good counseling program; (2) by means of a survey in the form of a questionnaire, to determine what is actually being done in counseling work in established residential treatment centers for disturbed children; (3) to determine, from information received, good counseling work practices for treating emotionally disturbed children.

A number of authors have suggested recently that the behavioral characteristics and self-perceptions of learning disabled and emotionally disturbed children are so similar as to negate the fruitfulness of trying to differentiate between these two groups. These characteristics are quite similar for the two special education groups when they have been compared independently of each other to regular education students. In order to provide support for these prior studies, the self-concepts and locus of control of 36 learning disabled, emotionally disturbed, and regular education students were compared. A significant difference was found between the LD and RE students in terms of self-concept only. No significant differences were noted between the ED and RE students. These results are discussed in relation to the somewhat conflicting results of prior studies with implications for future research.

Please read the abstract in the section 07back, of this document / Thesis (DEd)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted