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• W267747493 abstract "outcomes for 145 children (ages 5-17) with severe emotional disturbances attending a Children's Behavior Therapy Unit (CBTU) day treatment program across several locations. Children are referred to CBTU following failed placement with the respective school districts in less-restrictive settings, such as individual counseling, resource classes, and self-contained special education classes. The behavioral model at CBTU has a dual focus of treatment: reducing behavioral excesses (e.g., physical/verbal aggression, inattention, and noncompliance), and increasing behavioral skills (e.g., ability to identify and verbalize emotions in self and others, impulse control, and, completion of tasks). Academic instruction is delivered within an environment utilizing core behavioral techniques, such as a level system, frequent feedback, and individual behavior contracts. Daily training is provided for interpersonal and self-management skills, such as communication, impulse-control, and problem-solving skills, using a mixture of didactic, role-playing, and generalization opportunities. Preliminary findings from the study indicate that the children attending the CBTU day treatment program demonstrated improved behavioral symptoms during approximately 12 months of treatment. Elementary school children showed slightly better improvement than the adolescent group. (Contains 14 references.) (CR) This report discusses a study that examined clinical N o d. d. o d. w a dt? m 00 0 m US. DEPARTMENT OF EDUCATION 011’ e 01 Educational Research and Improvement ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) 4 This document has been reproduced as received lrom the person or organizaiion originating it. improve reproduction quality. 0 Minor changes have been made lo Points of view or opinions slated in this document do not necessarily represent official OERl position or policy. Outcomes of a School-Based Mental Health Program for Referred Youth Kristin E. Robinson Introduction The concept of day treatment for children with severe emotional disability (SED) was introduced over 40 years ago (Zimet & Farley, 1985). However, the widespread application ofday treatment models has been a more recent development. This treatment modality was strengthened with the 1963 Community Mental Health Center Act, which mandated comprehensive mental health services, including partial hospitalization (day treatment) for children and adolescents. Day treatment models hrther gained attention with the advent of consumer-driven heath care and a call for providing children with a “continuum of care,” a comprehensive network of community-based mental health services in the least restrictive setting possible (Stroul & Friedman, 1996). A variety of day treatment models have been developed across the United States, in most cases located within inpatient facilities (Prevost, 1981), but with increasing numbers of programs being school-based (Nothmann & Acosta, 1999). Several studies have found day treatment to be an economical and effective treatment for children and adolescents (Gabel & Finn, 1987; Kiser, Ackerman, & Pruitt, 1987; Sayegh & Grizenko, 1991; Pruitt & Kiser, 1991). There continues to be a need to strengthen methodology for studying outcomes of day treatment programs. The present study utilized a standardized, norm-referenced outcome measure, repeated over time, to examine symptom reduction of children attending a day treatment program. The Children’s Behavior Therapy Unit The Children’s Behavior Therapy Unit (CBTU) opened its first day treatment program in 1976, serving 10 children in collaboration with the Salt Lake City school district. Since that time, CBTU has expanded its contracts to include nine school-based sites located in four elementary schools, three middle-schools, and one high school, serving over 200 children per year. Each classroom is staffed by a special education teacher and an academic aide, provided by the school district, and a social worker and behavioral aide who are employees of CBTU. A child psychiatrist meets with the team weekly, and other professionals (eg., psychologists, nurses, and speech therapists) are readily available for consultation. Children are referred to CBTU following failed placements with the respective school districts in lessrestrictive settings, such as individual counseling, resource classes, and self-contained special education classes. Previous treatment may also include mental health interventions, such as outpatient individual/ group therapy and inpatient hospitalization. Children referred to CBTU programs are assessed by both school district and mental health professionals prior to admission to ensure the program is the leastrestrictive alternative at the time. The behavioral model at CBTU has a dual focus of treatment: reducing behavioral excesses (e.g., physical/verbal aggression, inattention, and noncompliance), and increasing behavioral skills (e.g., ability to identi@ and verbalize emotions in self and others, impulse control, and completion of tasks). Academic instruction is delivered within an environment utilizing core behavioral techniques, such as a level system, frequent feedback, and individual behavior contracts (Reavis, et al., 1996; Rhode, Jenson, & Reavis, 1993). Daily training is provided for interpersonal and self-management skills, such as communication, impulse-control, and problem-solving skills, using a mixture of didactic, role-playing, and generalization opportunities (McGinnis & Goldstein, 1997a; McGinnis & Goldstein, 1997b; Sheridan, 1995). The present study examined clinical outcomes for children attending the CBTU day treatment program across several locations. These preliminary findings focus on data gathered during the 1997-1 998 academic year." @default.
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• W267747493 title "Outcomes of a School-Based Mental Health Program for Referred Youth." @default.
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