Outcome in psychoeducational day school programs

A review

Datos Bibliográficos

ID13999989
AutoresRandall S Baenen (Kent State University), Mary Ann Parris Stephens (Kent State University), David S Glenwick (Fordham University)
Año1986
Volumen56
Número2
Páginas263-270
Fecha de publicación1986-04-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaAmerican Journal of Orthopsychiatry (JOURNAL)
Identificadores de la revistaISSN: 0002-9432 • E-ISSN: 1939-0025
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1111/j.1939-0025.1986.tb02726.x
PMID3518478
OpenAlexW2015512125
IdiomaEN
Citas recibidas4
Referencias citadas31

Psychoeducational day schools provide clinical and special education services to children with severe behavior disorders. Outcome studies indicate that treated children tend to improve in behavioral, academic, and family functioning but warrant continued intervention. Family therapy, development of academic skills, and coordination of aftercare services appear critical to long-term program success

Day treatment · Developmental psychology · Family therapy · Intervention (counseling) · Outcome (game theory) · Program evaluation · Psychiatry · Warrant · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology