Archival data was obtained for 68 students enrolled in a non-public school, receiving special education services. Participants were classified as emotionally disturbed (ED) and had scores on file for three assessment tools utilized: Woodcock-Johnson III Tests of Achievement (WJ III), Clinical Assessment of Behavior (CAB), and Piers-Harris Children's Self-Concept Scale (PH 2). It was hypothesized that longer duration in the special education program will be associated with higher levels of academic achievement. It was also believed that higher achievement levels will be associated with a more favorable view of self and fewer problematic behaviors demonstrated in the classroom. Participants were divided into two treatment groups based on duration in the program. Results suggest that overall there was no difference between the two treatment groups on combined achievement, classroom behavior, and self-concept. An exploratory analysis, converting duration into a continuous variable, revealed that longer duration in the program was associated with higher levels of academic achievement. However, duration did not significantly impact teacher ratings of classroom behavior or student ratings of their concept of self. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]