Abstract

This study investigated the effectiveness of the program at Randolph Academy Union Free School District, a special act school district designed to educate students with emotional, behavioral, and learning difficulties. The outcome of treatment is documented by measurement of change in academic achievement. Pre-post comparisons of standardized achievement test scores were collected from the psychoeducational files of 49 students. Results indicate significant gains in academic achievement. A two-way analysis of covariance identified age of entry into the program as a moderator of academic achievement: younger entrants improved their relative ranking more than older entrants.

Library of Congress Subject Headings

Randolph Academy Union Free School District (N.Y.); Mentally ill children--Education--New York (State)--Evaluation; Children with mental disabilities--Education--New York (State)--Evaluation; Special education--New York (State)--Evaluation

Publication Date

1-1-2000

Document Type

Thesis

Student Type

Graduate

Degree Name

School Psychology (MS)

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Nicholas DiFonzo

Advisor/Committee Member

Virginia Costenbader

Comments

“I Sabrina Beckerink prefer to be contacted each time a request for reproduction is made.”

Physical copy available from RIT's Wallace Library at LC4182.N7 B4 2000

Campus

RIT – Main Campus

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