TY - JOUR
T1 - The academic, behavioral, and mental health status of children and youth at entry to residential care
AU - Trout, Alexandra L.
AU - Hagaman, Jessica L.
AU - Chmelka, M. Beth
AU - Gehringer, Robert
AU - Epstein, Michael H.
AU - Reid, Robert
N1 - Funding Information:
SUMMARY. Often considered a “last resort placement,” residential settings serve a broad range of children who present significant risks. While much is known about emotional and behavioral functioning, less is known about academic strengths and limitations. This study evaluated 127 children at intake into a residential care program to determine demographic, behavioral, mental health, and educational characteristics. Results indicated that children entering care present high levels of risk across domains. Primary risks were found on indicators of behavior (e.g., rule breaking, aggression), mental illness (e.g., disruptive behavior, anxiety), This research was supported by Grants number H325D040020 from the U.S. Department of Education, Office of Special Education Programs, and R324B070034 from the U.S. Department of Education, Institute for Education Science. The statements in this article do not necessarily represent the views of the U.S. Department of Education. We’d also like to thank the teachers, staff, and principals at Girls and Boys Town, and Susan Kutilek, Katy Casey, and Annette Griffith from the University of Nebraska–Lincoln for their assistance in data collection activities.
PY - 2008/12/11
Y1 - 2008/12/11
N2 - Often considered a "last resort placement," residential settings serve a broad range of children who present significant risks. While much is known about emotional and behavioral functioning, less is known about academic strengths and limitations. This study evaluated 127 children at intake into a residential care program to determine demographic, behavioral, mental health, and educational characteristics. Results indicated that children entering care present high levels of risk across domains. Primary risks were found on indicators of behavior (e.g., rule breaking, aggression), mental illness (e.g., disruptive behavior, anxiety), and academic performance (e.g., general knowledge, reading). Implications, limitations, and recommendations for future research are discussed.
AB - Often considered a "last resort placement," residential settings serve a broad range of children who present significant risks. While much is known about emotional and behavioral functioning, less is known about academic strengths and limitations. This study evaluated 127 children at intake into a residential care program to determine demographic, behavioral, mental health, and educational characteristics. Results indicated that children entering care present high levels of risk across domains. Primary risks were found on indicators of behavior (e.g., rule breaking, aggression), mental illness (e.g., disruptive behavior, anxiety), and academic performance (e.g., general knowledge, reading). Implications, limitations, and recommendations for future research are discussed.
KW - Academic functioning
KW - Aggregate care
KW - Characteristics
KW - Program entry
KW - Residential care
UR - http://www.scopus.com/inward/record.url?scp=70449500910&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70449500910&partnerID=8YFLogxK
U2 - 10.1080/08865710802533654
DO - 10.1080/08865710802533654
M3 - Article
AN - SCOPUS:70449500910
VL - 25
SP - 359
EP - 374
JO - Residential Treatment for Children and Youth
JF - Residential Treatment for Children and Youth
SN - 0886-571X
IS - 4
ER -