Gagnon, Joseph CalvinLeone, Peter E.2005-11-232005-11-232005Gagnon & Leone (2005)https://hdl.handle.net/1920/280Limited 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.6221017 bytesapplication/pdfEmotional disturbanceProgram characteristicsEntrance and exit policiesDay treatment and residentialArticle