CAMP4LIFE: The Lived Experience of the Healing Arts on Severely Emotionally Disturbed Teens

2012 ◽  
Author(s):  
Michael A. Frazier
Keyword(s):  
Lived Experience ◽  
Emotionally Disturbed ◽  
Severely Emotionally Disturbed ◽  
Healing Arts

Systems Collaboration with Schools and Treatment of Severely Emotionally Disturbed Children or Adolescents

2013 ◽  
Vol 35 (3) ◽  
pp. 155-168 ◽  
Author(s):  
M. Y. Lee ◽  
B. Teater ◽  
K. S. Hsu ◽  
G. J. Greene ◽  
J. S. Fraser ◽  
...  
Keyword(s):  
Emotionally Disturbed ◽  
Severely Emotionally Disturbed ◽  
Systems Collaboration ◽  
Emotionally Disturbed Children

The Effects of Physical Time-Out on the Aggressive Behaviors of a Severely Emotionally Disturbed Child in a Public School Setting

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 399-406 ◽  
Author(s):  
Mary Beth Noll ◽  
Richard L. Simpson
Keyword(s):  
Public School ◽  
Emotionally Disturbed ◽  
Physical Restraint ◽  
School Setting ◽  
Verbal Aggression ◽  
Disturbed Child ◽  
Physical Time ◽  
Time Out ◽  
Severely Emotionally Disturbed ◽  
The Subject

A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school. The treatment procedure consisted of physically holding the subject, contingent on the occurrence of verbal aggression, a response frequently accompanied by physical aggression. Following each instance of verbal aggression, the subject was placed in a “basket hold”; this consisted of crossing the child's arms in front of him while the adult simultaneously stepped behind and sat him on the floor between his legs. The subject's eyes were covered by one hand of the adult to reduce external stimuli and to firmly establish the security of adult control. The subject was not released from physical time-out until all verbal and physical aggressions had ceased for a period of 30 seconds. Experimental sessions were conducted through an A-B-A-B design, where A consisted of baseline sessions and B of sessions in which physical time-out was initiated. The data indicate that the restraint procedure was effective in significantly reducing the maladaptive aggressive responses of the subject in the public school setting.

Long-Term Effects of Haloperidol on Severely Emotionally Disturbed Children

1971 ◽  
Vol 5 (4) ◽  
pp. 296-300 ◽  
Author(s):  
G. H. Wong ◽  
R. J. Cock
Keyword(s):  
Emotional Disorders ◽  
Emotionally Disturbed ◽  
Statistical Significance ◽  
Double Blind Study ◽  
Long Term Effects ◽  
Double Blind ◽  
Diagnostic Categories ◽  
Learning Tasks ◽  
Severely Emotionally Disturbed

A controlled, double-blind study of haloperidol in 30 children suffering from severe emotional disorders was attempted. Toxic and side-effects and reduction of symptoms were observed over a prolonged period of medication. A battery of tests was designed to study any adverse effects on development and learning processes. The conclusions reached indicated that at an overall level and in terms of diagnostic categories, no statistical significance was established when compared with placebo. However, haloperidol is significantly superior to placebo in ameliorating particular symptoms, is a relatively safe drug, and it did not impair intellectual functioning and learning tasks.

The Effects and Side-effects of an Overcorrection Procedure Applied by Parents of Severely Emotionally Disturbed Children in a Home Environment

1980 ◽  
Vol 5 (2) ◽  
pp. 79-85 ◽  
Author(s):  
Richard L. Simpson ◽  
Carl R. Swenson
Keyword(s):  
Side Effects ◽  
Emotionally Disturbed ◽  
Baseline Period ◽  
School Age Children ◽  
Behavioral Correlates ◽  
Elementary School Age ◽  
Target Behaviors ◽  
Severely Emotionally Disturbed ◽  
Teachers And Parents ◽  
Public School Classroom

This study investigated the effects and side-effects of overcorrection procedures applied by teachers and parents to treat the self-stimulatory behavior of two autistic-like elementary school age children. The experimental design consisted of four conditions during which observations of the subjects were collected in the home settings. Following a baseline period, overcorrection was differentially implemented (1) in a public school classroom by a teacher, (2) in the home settings by the parents, and (3) in both environments simultaneously. This strategy permitted the examination of the effects of treatment on the target behaviors across environments. Additionally, the study was designed to determine if overcorrection treatment of self-stimulatory behavior would lead to desirable side-effects. For this purpose, proximity-to-others, and playing appropriately were identified as positive behavioral correlates for both subjects. Three different self-stimulatory behaviors were identified for each subject as negative behavioral correlates. The results showed that in each setting, overcorrection procedures were associated with statistically significant differences in the target behaviors. Across the various treatment settings, only one adaptive behavior, proximity, for one subject, was shown to be significantly different. However, two-thirds of the untreated self-stimulatory behaviors changed in desirable and significant directions. It was also noted that the lowest levels of the target behaviors were attained when the overcorrection procedures were applied simultaneously in both school and home environments.

The Madison School Program: Programming for Secondary Level Severely Emotionally Disturbed Youth

1979 ◽  
Vol 4 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Sheldon Braaten
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Emotionally Disturbed ◽  
Secondary Level ◽  
Teacher Characteristics ◽  
School Program ◽  
Academic Curriculum ◽  
Severely Emotionally Disturbed ◽  
And Training

Madison Junior High School in Minneapolis, Minnesota, is a secondary school program for seriously emotionally disturbed youth. This article will discuss the history, philosophy, and goals of the program. A description is provided of the student population, staff, and program organization. Academic curriculum, procedures for changing behavior, and a system for evaluating the effects of the program are outlined. Finally, the author will comment on the teacher characteristics and training which are important for persons working in such a setting.

Types of Service Delivery Models Used in the Reintegration of Severely Emotionally Disturbed/Behaviorally Disordered Students

1987 ◽  
Vol 12 (2) ◽  
pp. 99-103 ◽  
Author(s):  
William W. Swan ◽  
Carvin L. Brown ◽  
Robert T. Jacob
Keyword(s):  
High School ◽  
General Education ◽  
Emotionally Disturbed ◽  
Behaviorally Disordered ◽  
Service Delivery Models ◽  
Severely Emotionally Disturbed ◽  
Restrictive Settings ◽  
Delivery Models ◽  
Elementary And Middle School ◽  
The Continuum

Results are reported on a study in which the reintegration of 382 severely emotionally disturbed/behaviorally disordered students into less restrictive programs was examined to determine (a) where the reintegrated students were placed along the continuum of services; (b) the extent to which the school groups of students were related to the types of placement; and (c) the type of exceptionality identified at the time of reintegration. Results indicate that the expected continuum of services (most to least restrictive) was reversed during the reintegrative process with the predominant placement being full integration followed in descending order by resource class and self-contained class placements. Over half (52%) of the preschool group were reintegrated directly into general education, while over a third of the elementary and middle school (34%) and high school (43%) groups were reintegrated directly into general education. Of those reintegrated into less restrictive special education settings, 56% continued as severely emotionally disturbed/behaviorally disordered students, indicating that most students are not reclassified with other handicapping conditions when they are reintegrated into less restrictive settings.

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