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

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dc.contributor.author Gagnon, Joseph Calvin
dc.contributor.author Leone, Peter E.
dc.date.accessioned 2005-11-23T14:18:12Z
dc.date.available 2005-11-23T14:18:12Z
dc.date.issued 2005
dc.identifier.citation Gagnon & Leone (2005) en
dc.identifier.uri https://hdl.handle.net/1920/280
dc.description.abstract Limited 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.extent 6221017 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Remedial & Special Education en
dc.subject emotional disturbance en_US
dc.subject program characteristics en_US
dc.subject entrance and exit policies en_US
dc.subject day treatment and residential en_US
dc.title Day and residential schools: Program characteristics and entrance and exit policies en
dc.type Article en


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