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patterns of childhood upbringing with factors such as over-protection, setting limits and rejection playing a large role.

With this framework in mind limits of adjustment from optimal to margi- nal will be discussed for persons with different degrees of retardation.

The Efficacy of Special Classes and Regular Classes in the Education of Educable Mentally Retarded Children

I IFmBEnT GOLDSTEIN, Ph.D., Yeshiva University

Studies of the effectiveness of spe- cial classes as educational settings for mentally retarded children have pur- ported to demonstrate that, in most cases, special classes are inferior to regular classes. Generally, the criteria for efficacy have centered on academ- ic achievement. A close perusal of the studies reveals that all suffer from certain design characteristics that lead inevitably to the results ob- tained. Specifically, investigators have compared children in special classes with wha t 'we re assumed to be siini- lar children in regular classes. They did not take into account the selec- tion factor implicit in the System that moves children from regular to spe- cial classes initially. Beyond this, the investigators made certain assump- t-ions about equivalence of the educa- tional programs and teacher compe- tencies in both settings that were unwarranted.

In the present studies, these varia- bles were t aken into account. After ini t ial screening and individual test- ingl children were assigned random- ly to special (experimental) and reg- ular class (control) settings. Teachers for the special classes were selected

on the basis of their preparation to teach the retarded and their records as students and teachers. They were provided with close supervision. An educational program was designated and implemented.

Experimentals and controls were tested at the end of each of the four years of the study to ascertain growth in intelligence, achievement, social adjustment, and personality develop- ment. At the end of the four years, both groups had ~ gained significantly in intelligence but there were no be- tween group differences. In academic achievement, social adjustment, and personality development, the experi- mentals were generally superior.

Despite the results, conclusions based on the data are not unequiv- ocal. Attention needs to be given to by-products of intellectual growth and academic achievement usually ignored in the day-to-day operation of the special and regular class. These will be discussed.

Evaluation of Management and Therapy of the ~lentally Retarded

GEORCE TAr~JAA', hI .D , H.~nVEV F. D1NC,XIAN, Ph.D., R1C~tARD K. E'x'- 3IAN, ~I.A., and GAIn O'Co,~sort, B.A., Paci~c State Hospital, Po- mona, Cali]ornia

Traditional programs for mental retardation will be expanded and new ones will be initiated. Program evaluation is essential. It can be based on comparisons of outcomes and aims within a program, or on comparisons of the results of similar programs.

Several problems in specification interfere with precise evaluation.

(1) The population. Program eval-

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uation requires specification of the population involved. Estimates on prevalence vary from 1 to 3 per cent. Tlie difference is a function of the appearance of tile mildly retarded in- dividuals in the "visible group" at school age, and thei r disappearance at adulthood. Which prevalence fig- ure should be used in evaluation and how should one account for the spontaneous movement of individuals into and out of a class of the re- tarded?

Many individuals particip,'tte con- currently in several programs. A-reg- istry might not give sufficient infor- mation to account for the effects of "'other programs" in the evaluation of a specified program.

(2) The programs. Many agencies offer sera,ices. Some restrict their ac- tivities to tlae retarded, others include them through a oenenc approach. Should all activities of a "mental re- tardation agency" be counted in a retardation program, including such interventions as the treatment of in- ter-current illnesses, elective surgery,

etc.? What activities of such generic agencies ~ aswel fa re , public health, mental hygiene, or public education departments should be counted as retardation programs? Some agencies also conduct activit ieswithout any specific reference to retardation but have a major impact on it, for in- stance Proiect ~ Head start. How should their effects b e included in evaluation?

Evaluations could probably be best accomplished by measurement of the effect of specified activities of a spec- ified agency constituting a definable "program facet."

(3) Program goals. Few programs have developed specified goals for their total operation or for a facet of it to enable one to compare outcomes with aims. Comparisons between agencies or program facets are equally diflqcult because of the differences among programs and the clients served.

After a discussion of the above problems, examples of evaluations for specific program facets will be given.