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Effect of EMR placement models on affective and social development
Author(s) -
Kehle Thomas J.,
Guidubaldi John
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197804)15:2<275::aid-pits2310150224>3.0.co;2-w
Subject(s) - psychology , cognition , population , developmental psychology , class (philosophy) , clinical psychology , psychiatry , medicine , artificial intelligence , computer science , environmental health
The study investigated the effects of three EMR placement models on children's social and affective development. The Barclay Classroom Climate Inventory (BCCI) was administered to 45 randomly selected classes from a population of 115 classes representing Self‐Contained (SC), Selected Academic Placement (SAP), and Learning Center (LC) models. For SAP and LC children, BCCI assessments were obtained in both EMR and regular class settings. The BCCI data comprised self, peer, and teacher expectations. Results indicated that the SC setting resulted in the strongest support in terms of acceptance, and the SAP‐EMR settings resulted in the fewest suspected problems. Thus it appears that stronger social support systems exist and fewer problems emerge for the children who are placed with others of similar cognitive ability.