A school, family, and community collaborative program for children who have emotional disturbances.
Saved in:
| Title: | A school, family, and community collaborative program for children who have emotional disturbances. |
|---|---|
| Authors: | Kutash K (AUTHOR), Duchnowski AJ (AUTHOR), Sumi WC (AUTHOR), Rudo Z (AUTHOR), Harris KM (AUTHOR) |
| Source: | Journal of Emotional & Behavioral Disorders. Summer2002, Vol. 10 Issue 2, p99-107. 9p. |
| Abstract: | In this article, the rationale, development, implementation, and evaluation of a school-based program for students with emotional disturbances who are served in a special education setting is described. The essential features of this program included a training program for professionals from the school and community agencies, the development and implementation of a strengths-based plan in which students and families are included as partners, and a method for evaluating the fidelity of program implementation. Results indicated a reduction in discipline referrals, better retention of students with emotional disturbances in their community schools, and a trend toward improved emotional functioning. In addition, fidelity was positively related to higher reading achievement. The findings are discussed in terms of their implications for policy, training, and future research efforts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Emotional & Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this article, the rationale, development, implementation, and evaluation of a school-based program for students with emotional disturbances who are served in a special education setting is described. The essential features of this program included a training program for professionals from the school and community agencies, the development and implementation of a strengths-based plan in which students and families are included as partners, and a method for evaluating the fidelity of program implementation. Results indicated a reduction in discipline referrals, better retention of students with emotional disturbances in their community schools, and a trend toward improved emotional functioning. In addition, fidelity was positively related to higher reading achievement. The findings are discussed in terms of their implications for policy, training, and future research efforts. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10634266 |
| DOI: | 10.1177/10634266020100020401 |
