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

Academic Performance in the Classroom as a Function of a Parent Applied Home Management Program with Severely Emotionally Disturbed Children

1980 ◽  
Vol 6 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Richard L. Simpson ◽  
Carl R. Swenson ◽  
Thomas N. Thompson
Keyword(s):  
Academic Performance ◽  
Emotionally Disturbed ◽  
Management Program ◽  
Experimental Conditions ◽  
Home Management ◽  
Dependent Variables ◽  
Home Intervention ◽  
Severely Emotionally Disturbed ◽  
Specific Individual ◽  
Emotionally Disturbed Children

An analysis of specific individual measures of classroom academic performance as a function of a parent applied procedure for reducing self-stimulatory responses was conducted with three autistic and autistic-like male children. The results indicated that although there were a number of statistically significant differences in academic performance among and across the various experimental conditions, none of the differences could be directly associated with the home intervention procedures applied by the parents. It was concluded that generalization effects of treatment across settings, time and dependent variables must be specifically programmed with severely emotionally disturbed children.

Modifying the Least Restrictive Environment to Facilitate the Integration of Severely Emotionally Disturbed Children and Youth

1983 ◽  
Vol 8 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Rebecca K. Newman ◽  
Richard L. Simpson
Keyword(s):  
Emotionally Disturbed ◽  
Children And Youth ◽  
Positive Interactions ◽  
Regular Class ◽  
Treatment Conditions ◽  
Severely Emotionally Disturbed ◽  
Attitude Modification ◽  
Restrictive Environment ◽  
Restrictive Settings ◽  
Emotionally Disturbed Children

An analysis was conducted of positive interactions initiated by regular class students with severely emotionally disturbed children and adolescents as a function of two attitude modification treatment conditions. Regular class students were exposed to either information about handicapped persons or the information condition plus structured experiences with severely emotionally disturbed pupils assigned to the same school. Although tentative, results suggested that subjects provided information only responded most positively with the severely disturbed. In addition, first and second grade students and females appeared to respond more favorably to the handicapped population. Implications drawn from these data were that procedures for facilitating the integration of severely emotionally disturbed children and youth into less restrictive settings may need to involve procedures for positively modifying the attitudes of regular class students toward the handicapped.

scholarly journals Treatment of Severely Emotionally Disturbed Children in a Community

1965 ◽  
Vol 10 (5) ◽  
pp. 325-331 ◽  
Author(s):  
S. E. Jensen ◽  
F. K. Boden ◽  
G. Multari
Keyword(s):  
Emotionally Disturbed ◽  
Psychiatric Treatment ◽  
Health Clinic ◽  
Psychiatric Clinic ◽  
Outpatient Mental Health ◽  
Treatment Services ◽  
Almost Everywhere ◽  
Severely Emotionally Disturbed ◽  
Group Basis ◽  
Emotionally Disturbed Children

The paper has discussed the development of treatment services for severely emotionally disturbed children by an outpatient Mental Health Clinic adopting an approach which may be illustrated by such modern key-words as ‘Community Psychiatry’, ‘Total approach’, ‘Therapy in Crisis’ and ‘Family Therapy’. Basically, the approach we used has included: 1. The setting up of a special educational program for the child in close collaboration with school authorities. The details of such a program will vary with local legislation. 2. A program of intensive psychiatric treatment or play therapy with the child and with the parents individually, and in groups. 3. A program of instruction or counselling the parents in how to meet the special needs and problems in caring for their ‘exceptional’ child. This counselling was conducted on a group basis. 4. The intelligent but aggressive use of all other resources within the community, which might be able and willing to structure themselves to meet the child's needs. We do not pretend that we have offered ideal therapy. We do want to suggest that the lack of facilities for treatment of this psychiatric category, which exists almost everywhere, gives us no excuse to despair or give up. We submit that it is possible to offer a very real help in these cases by the intelligent and aggressive use of all the resources existing within the Community. The nature of the available facilities will vary but almost everywhere there are resources which are able and willing to structure themselves to meet some of the child's needs, if encouraged to do so. The Community Psychiatric Clinic is in a unique position to encourage and develop this.

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