The article describes six European approaches to the therapeutic education of behavior disordered children and youth. (Author/DLS)

Excerpted from the book "You Are Not Alone: Understanding and Dealing with Mental Illness," the article provides suggestions for parents regarding their role as ombudsmen for their emotionally disturbed child and notes advantages of private schools, residential treatment programs, and hospital programs. (IM)

Introduces and defines the concept of the resource family in residential treatment of emotionally disturbed children; offers suggestions for implementing the concept under an agency structure; and describes the experiences of one agency which uses this approach. (ED)

After a review of Public Law 94-142 (Education for All Handicapped Children Act) and its implications, the author discusses the use of innovative educational technology in the individualized instruction of children with emotional and learning problems at the Orchard School (NY). Focusing on the requirements of an individualized education plan…

A questionnaire survey intended to clarify the status of educational arrangements in Illinois institutions serving disturbed, delinquent or predelinquent, or dependent/neglected children. Information on patterns of service, potential needs for specially trained teachers and related professional personnel were related areas of interest. (CS)

Information is provided on private schools for emotionally disturbed children, located in New England and elsewhere in the East. For each school, the entry states approximate enrollment, type of school, and age range accepted. For each, the following are also described: program, curricula, criteria for rejecting applicants, types of children…

Using an ecobehavioral assessment tool, Mainstream Code for Instructional Structure and Student Academic Response (MS-CISSAR), this preliminary descriptive study examined the instructional arrangements, teaching behaviors, and levels of academic responding of nine deaf middle school students in three school settings that represented the continuum…

Prior to attendance at the residential school, students were making an average of approximately .56 grade equivalent gains on academic achievement tests for every year spent in school. During the period under study, children achieved an average of approximately 1.19 yearly grade level increase. (SBH)

Affiliation patterns of 19 emotionally disturbed children (ages 10-13) in a residential school were analyzed. Results indicated that robust peer clusters could be identified, within-classroom clusters were relatively stable over time, and considerable overlap occurred between findings of social network analyses and applied sociometric techniques.…

This study determined school-level curricular, assessment, and accountability policies and practices in private and public day treatment and residential schools for elementary-age children with emotional or behavioral disorders (E/BD). A national random sample of 271 (56.45%) principals and 229 (47.70%) teachers responded to a mail survey. No…

This national study describes students, teachers, and principals in elementary day treatment and residential schools for students with emotional and behavioral disorders (EBD). A survey was mailed to a random sample of 480 teachers and principals from elementary-level public and private, day treatment and residential schools. A total of 271…

This article describes an Australian alternative specialized day and residential program called Hopetown School for older students with emotional or behavior disorders. The movement toward the inclusion of students with disabilities in general education to the fullest extent possible and the difficulty in including students with severe emotional…