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ERIC Number: ED014101
Record Type: RIE
Publication Date: N/A
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A DAY TREATMENT PROGRAM'S APPROACH TO CHILDREN WITH SEVERE LEARNING DISORDERS.
GOLD, JOSEPH
A PSYCHOEDUCATIONAL SMALL GROUP APPROACH WAS USED TO MEET THE NEEDS OF ELEMENTARY CHILDREN WITH SEVERE LEARNING DISORDERS. SIX CHILDREN WERE SERVED THREE HOURS PER WEEK BY THIS HIGHLY STRUCTURED, TASK-ORIENTED, DAY TREATMENT PROGRAM. TWO BOYS WERE INVOLVED IN ONE-TO-ONE THERAPY AND ALL BUT TWO OF THE CHILDREN WERE ABLE TO ATTEND REGULAR SCHOOL IN ADDITION TO DAY TREATMENT. WEEKLY CONTACTS WERE MAINTAINED WITH PARENTS. PSYCHOEDUCATIONAL METHODS WERE USED TO DEVELOP THE PROGRAM, WHICH SOUGHT TO REMOVE NEGATIVE ATTITUDES TOWARD LEARNING BY INVOLVING CHILDREN IN SUCCESSFUL LEARNING EXPERIENCES WITH SIGNIFICANT EGO-ENHANCING FEEDBACK. CONFERENCES WITH TEACHERS, PARENTS, AND THE PSYCHIATRIC TEAM INDICATE THAT THE PROGRAM HAD FAVORABLE RESULTS. OBSERVATIONAL EVALUATIVE TECHNIQUES SHOW THAT ALTHOUGH ACADEMIC SKILLS REMAINED WEAK, THE CHILDREN WERE MORE ATTENTIVE, BETTER RELATED TO THEIR PEERS, AND HAPPIER. SCHOOL FOLLOW-UP HAS INDICATED THAT SUSTAINED BEHAVIORAL AND ATTITUDINAL IMPROVEMENT CONTINUES. (SK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES