Factors Associated with Admission to a Day School Treatment Program

Abstract

In this study the authors examine the individual and family characteristics of youth (N = 105) admitted over a five year period to a day school treatment program in a western New York community. All had exhausted alternative school placements within their home school districts and had a history of severe emotional or behavioral problems. Consistent with national patterns, more males (78%) than females were admitted, but in contrast to national trends, more Caucasians (63.8%) than students of color (36.2%) were admitted. Most lived in female headed single-parent households (51.4%). A few were foster children living with relatives or in non-relative foster homes (14.3%). Poverty was common with 45.7% of these youth eligible for free lunches. Most were on psychotropic medications (57.1%) and had histories of outpatient (62.9%) and inpatient hospitalizations (23.6%) at admission. Involvement in the juvenile justice system was common with nearly a quarter involved in the juvenile justice system (n = 25; 23.8%).

Birth Weight and Special Educational Needs

“…The results support the known risk factors of male sex and lower social status (21,22), while more than two years in nursery school/kindergarten was associated with a reduced risk. A study from the USA showed that quality of child care has a positive effect on the cognitive and language skills before starting school (23).…”