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Developmental Placement

Does It Prevent Future Learning Problems?

Deborah C. May is assistant professor in the department of educational psychology and statistics State University of New York at Albany. She rceived her EdD in special education fromTeacher College, Columbia University. Address: Dr. May Department of Educational Psychology & Statistics, ED 233, State University of New York Albany, 1400 Washington Avenue, Albany, New York 12222.

Edward Welch, Ph.D.

Edward Welch is a assistant professor in the department of education psychology and statistics, Stale University of New York, Albany. He received his PhD in special education from Temple University.

This study examined if the use of developmental placement, based on the results of the Gesell School Readiness Screening Test, affects children's use of remedial services, referrals to and classification by the Committee on the Handicapped (COH), enrollment in a program for gifted children, retention after grade 2, or placement in sixth grade reading groups. Two hundred and twenty-three children, coded as buy-a-year (BAY), overplaced (OP), or traditional (TR) based on their Gesell placement status, were studied. There were no significant differences between the TR, BAY, or OP children on their referrals to or classification as handicapped by the COH or on their receipt of speech and language services, remedial reading, remedial math, or counseling. Significantly more (p >.05) BAY children were referred to the adaptive motor and resource room program than were either the TR or OP children. Information on the children's placement in a program for the gifted and sixth grade reading groups is also presented.

Journal of Learning Disabilities, Vol. 17, No. 6, 338-341 (1984)
DOI: 10.1177/002221948401700606


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