Day and residential schools: Program characteristics and entrance and exit policies

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dc.contributor.authorGagnon, Joseph Calvin
dc.contributor.authorLeone, Peter E.
dc.date.accessioned2005-11-23T14:18:12Z
dc.date.available2005-11-23T14:18:12Z
dc.date.issued2005
dc.description.abstractLimited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first through sixth grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation, length of school year); and (b) current school-level entrance and exit policies. A random sample of 480 principals from public and private day treatment and residential schools were mailed a survey. A total of 271 (56.45%) principals responded. Results indicated that schools relied on a behavioral philosophy, maintained a balance between education and therapeutic issues, and were commonly accredited by state departments of education. Additionally, few schools had specific policies related to follow-up of students after discharge. The implications of these findings are discussed.
dc.format.extent6221017 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationGagnon & Leone (2005)
dc.identifier.urihttps://hdl.handle.net/1920/280
dc.language.iso
dc.publisherRemedial & Special Educationen
dc.subjectEmotional disturbance
dc.subjectProgram characteristics
dc.subjectEntrance and exit policies
dc.subjectDay treatment and residential
dc.titleDay and residential schools: Program characteristics and entrance and exit policies
dc.typeArticle

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