ERIC Number: ED460478
Record Type: Non-Journal
Publication Date: 1996-Feb
Reference Count: N/A
Health Care Reform Tracking Project: Tracking State Health Care Reforms as They Affect Children and Adolescents with Emotional Disorders and Their Families.
Pires, Sheila A.; Stroul, Beth A.
The Health Care Reform Tracking Project is a 5-year national project to track and analyze state health care reform initiatives as they affect children and adolescents with emotional/behavioral disorders and their families. The study's first phase was a baseline survey of all 50 states to describe current state reforms as of 1995. Among findings of this survey were that 86 percent of states were involved in some type of health care reform activity. Nearly all health care reforms were focusing on Medicaid, and most involve medical waivers. The study's second phase involves an in-depth impact analysis of reforms over time in 13 states: Hawaii, Iowa, Massachusetts, North Carolina, Oregon, Pennsylvania, Rhode Island, Tennessee, Utah, Washington, Wisconsin, Arizona, and California. Preliminary results of the impact analysis include: three states indicate that health care reforms have improved access to mental health services for children, although two states report access has become more difficult. Six states report new types of providers and programs included in service networks. States also identified areas to avoid in health care reform (such as splitting acute and long-term care responsibilities between the managed care entity and the public sector) and areas to include (such as providing a single system for children with serious and mild disorders). (DB)
Descriptors: Accessibility (for Disabled), Adolescents, Change Strategies, Children, Delivery Systems, Emotional Disturbances, Health Care Costs, Health Services, Mental Health, National Surveys, Program Development, State Programs, Statewide Planning
For full text: http://rtckids.fmhi.usf.edu/Proceed9th/9thprocindex.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A