Epstein M H, Cullinan D, Polloway E A
Am J Ment Defic. 1986 Sep;91(2):127-34.
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.
呈现了基于公立学校中可教育智力落后（EMR）学生情绪和行为问题模式分类的教师评定量表评估因素分析数据。这些因素使得对EMR小学和中学阶段的男生和女生与一个非智力落后学生对照组进行对比成为可能。讨论了对于理解被认定为EMR的学生的情绪和行为特征以及相关课程需求的意义。
