TY - JOUR
T1 - School as the entry point
T2 - Assessing adherence to the basic tenets of the wraparound approach
AU - Epstein, Michael H.
AU - Nordness, Philip D.
AU - Gallagher, Ken
AU - Nelson, J. Ron
AU - Lewis, Linda
AU - Schrepf, Sheryl
N1 - Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2005/2
Y1 - 2005/2
N2 - In an effort to address the problem behaviors of children and youth, professionals have advocated for the implementation of three-tiered prevention programs: primary, secondary, and tertiary. The wraparound approach has been advanced as an appropriate tertiary program that can be used to address the complex behaviors and needs of students and their families. Although researchers have explored adherence to the basic tenets of the wraparound approach when community mental health settings serve as the entry point, it appears that there is virtually no description or information on adherence when schools serve as the entry point. The purpose of this study was to examine adherence to the basic tenets of the wraparound approach when the school serves as the entry point. Results from 112 observations identified some strengths and weaknesses in the adherence to the basic tenets of the wraparound approach when school serves as the entry point. Limitations, future research needs, and practical implications are discussed.
AB - In an effort to address the problem behaviors of children and youth, professionals have advocated for the implementation of three-tiered prevention programs: primary, secondary, and tertiary. The wraparound approach has been advanced as an appropriate tertiary program that can be used to address the complex behaviors and needs of students and their families. Although researchers have explored adherence to the basic tenets of the wraparound approach when community mental health settings serve as the entry point, it appears that there is virtually no description or information on adherence when schools serve as the entry point. The purpose of this study was to examine adherence to the basic tenets of the wraparound approach when the school serves as the entry point. Results from 112 observations identified some strengths and weaknesses in the adherence to the basic tenets of the wraparound approach when school serves as the entry point. Limitations, future research needs, and practical implications are discussed.
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U2 - 10.1177/019874290503000202
DO - 10.1177/019874290503000202
M3 - Article
AN - SCOPUS:24144484215
SN - 0198-7429
VL - 30
SP - 85
EP - 93
JO - Behavioral Disorders
JF - Behavioral Disorders
IS - 2
ER -