Patterns of maladjustment among mentally retarded children and youth

Abstract

Data from factor analysis of rating scale evaluations of teachers as a basis for classifying the patterns of emotional and behavioral problems found in EMR students in the public schools were presented. These factors permitted a contrast between EMR elementary- and secondary-school-level boys and girls and a comparison group of nonretarded students. Implications for an understanding of the emotional and behavioral characteristics of students identified as EMR and for related programming needs were discussed.