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A longitudinal study of deaf children enrolled in a residential school (N = 142) was conducted to determine the effects of residential placement on intelligence. Deaf children's Performance IQs (PIQs) were assessed at school entry, and approximately 3 years later. PIQs increased over time for all subjects, with deaf children of deaf parents showing the largest gains. PIQ gains were not related to residential versus commuter status. A supplementary analysis of students (n = 51) with PIQs measured 3 times at 3-year intervals showed gains continued over prolonged placement. The results contradict hypotheses that residential programs depress deaf children's PIQs. Implications of these findings for least restrictive placement of deaf children are discussed.
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Paquin et al. (1990) studied this question.
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