Outcomes of children with emotional disturbance in residential treatment for educational purposes

Hoagwood, Kimberly; Cunningham, Mary

doi:10.1007/bf01321281

Cited by 66 publications

(32 citation statements)

References 8 publications

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“…Resident follow-ups have highlighted the need for aftercare services (Magura & Moses, 1985). The implementation and coordination of wraparound community-based services post-discharge has been shown to significantly contribute to success and positive outcomes (Hoagwood & Cunningham, 1992). Fairhurst (1996) outlined several areas in which continuity of care should be initiated by staff.…”

Section: Discharge-related Intervention and Planningmentioning

confidence: 99%

Transitioning Youth from Residential Treatment to the Community: A Preliminary Investigation

Nickerson

Colby

Brooks

et al. 2007

Child Youth Care Forum

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Systematic transition planning through family involvement, service coordination, and community involvement is critical for achieving change for youth with emotional and behavioral disorders in residential treatment centers (RTCs). Sixty-two individuals (21 staff members, 21 parents, and 20 adolescents) from an RTC were interviewed regarding these practices. Results indicated that the RTC involved adolescents and parents in discharge planning, taught youth skills for success in the community, and facilitated community involvement. However, other areas needed improvement, such as communication between the residence and the adolescents' home schools, more frequent and longer home visits, and aftercare services.

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Section: Discharge-related Intervention and Planningmentioning

confidence: 99%

Transitioning Youth from Residential Treatment to the Community: A Preliminary Investigation

Nickerson

Colby

Brooks

et al. 2007

Child Youth Care Forum

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show abstract

“…Despite the persistent and even increasing need for out-of-home placements for hundreds of thousands of children (Connor et al 2004), controversy remains regarding residential treatment given issues of separating the child from his or her family, the considerable costs (Hoagwood and Cunningham 1992), and questions about long-term effectiveness (Barth et al 2007;Hair 2005).…”

Section: Introductionmentioning

confidence: 99%

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Raftery

Steinke

Nickerson

2010

Child Youth Care Forum

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In this study, the researchers examined the relationship between residential treatment staff members' use of cognitive and behavioral disputations and problem-solving skills just prior to discharge for 59 youths with emotional and behavioral disorders. The researchers also assessed the direct and indirect effects of engagement in treatment on problem-solving. Measures completed by youths, childcare staff, and clinicians were used in order to comprehensively understand these relationships. The relationship between cognitive and behavioral disputations, as measured by both youth and staff, and problemsolving skills was not significant. Youth and staff reports of engagement in treatment related directly to youth report, but not staff report, of cognitive and behavioral disputations. Youth report of engagement was the only predictor of problem-solving just prior to discharge. Implications for engaging youth in treatment are discussed.

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“…residential treatment) environment while preparing both the youth and his/her family for success in the post-discharge environment. In an examination of outcomes for children with EBD treated in RTCs, Hoagwood and Cunningham (1993) found that the two factors associated with positive outcomes were shorter lengths of stay (the shorter the better) and the availability of community-based services in the post-discharge environment. Positive outcomes were most likely to occur for children discharged prior to 15 months.…”

Section: The Number Of Children and Youth Servedmentioning

confidence: 98%

“…Hoagwood and Cunningham (1993), in studying the outcomes of residential treatment for youth with EBD, found an annual cost of $80 000 per youth per average length of stay. Since the stop-gap model proposes much shorter lengths of stay, the overall cost of service delivery will be reduced.…”

Section: So What About Residential?mentioning

confidence: 99%

‘And what about residential…?’ Re‐conceptualizing residential treatment as a stop‐gap service for youth with emotional and behavioral disorders

McCurdy

McIntyre

2004

Behavioral Interventions

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The need for residential services for youth with the most intractable emotional and behavioral problems continues to exist despite advances made in developing community-based systems of care. Residential treatment centers (RTCs), considered one of the most restrictive service settings, have changed little over the years and have not fared well in outcome evaluations. Despite these factors, admissions to RTCs continue to increase. In an attempt to contemporize and bring the RTC more in line with current practice, a stop-gap model of service delivery is recommended. The stop-gap model, incorporating evidencebased practices, is intended to have an immediate and positive impact on the barrier behaviors that keep youths in the most restrictive environments. The twofold goal of the stop-gap model is to interrupt the youth's downward spiral imposed by increasingly disruptive behavior and, simultaneously, to prepare the post-discharge environment for the youth's timely reintegration. Strategies for evaluating the effectiveness of the stop-gap model are recommended.

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Outcomes of children with emotional disturbance in residential treatment for educational purposes

Abstract: A study was conducted of the outcomes of all children and adolescents (N = 114)

Cited by 66 publications

References 8 publications

Transitioning Youth from Residential Treatment to the Community: A Preliminary Investigation

Transitioning Youth from Residential Treatment to the Community: A Preliminary Investigation

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

‘And what about residential…?’ Re‐conceptualizing residential treatment as a stop‐gap service for youth with emotional and behavioral disorders

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