As the population of multiple births continues to rise, inquiring minds continue to expand the depth of knowledge available. Tully et al. (2004), start to explore the results of separating twins, and no longer focus on why they are being separated in the classroom. Although this study was conducted in the United Kingdom, the data are still applicable to schools in the United States. In reviewing the current research to complete the study, Tully et al. discovered current “decisions about separating twins are presently not evidence-based” (2004, p. 115) due to the lack of information available to schools and parents. It was again found schools tend to make decisions on separating twins without consulting the parents. The researchers attempted to answer the question of the effects on the children of being separated by assessing behavior, school progress, and reading abilities (2004, p. 116).
…show more content…
Behavior was assessed by the teacher and applied to school behavior only. This longitudinal study found twins “separated in the first year of school had more internalizing problems” (Tully et al., 2004, p. 121) some of which persisted. There is no elaboration on the internalizing problems or the symptoms persisting and the impact on the child. Tully and colleagues addressed how separated twins have more academic problems than their peers, which proves the separation detrimental to the educational success of the
Behavior was assessed by the teacher and applied to school behavior only. This longitudinal study found twins “separated in the first year of school had more internalizing problems” (Tully et al., 2004, p. 121) some of which persisted. There is no elaboration on the internalizing problems or the symptoms persisting and the impact on the child. Tully and colleagues addressed how separated twins have more academic problems than their peers, which proves the separation detrimental to the educational success of the