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Residential special education for children with severely challenging behaviours : the views of parents.

Research output: Contribution to journalJournal articlepeer-review

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Residential special education for children with severely challenging behaviours : the views of parents. / Robertson, Janet M.; Emerson, Eric; Fowler, Stephanie; Letchford, Samantha; Mason, Heidi; Mason, Linda; Jones, Malcolm.

In: British Journal of Special Education, Vol. 23, No. 2, 06.1996, p. 80-88.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Robertson, JM, Emerson, E, Fowler, S, Letchford, S, Mason, H, Mason, L & Jones, M 1996, 'Residential special education for children with severely challenging behaviours : the views of parents.', British Journal of Special Education, vol. 23, no. 2, pp. 80-88. https://doi.org/10.1111/j.1467-8578.1996.tb00953.x

APA

Robertson, J. M., Emerson, E., Fowler, S., Letchford, S., Mason, H., Mason, L., & Jones, M. (1996). Residential special education for children with severely challenging behaviours : the views of parents. British Journal of Special Education, 23(2), 80-88. https://doi.org/10.1111/j.1467-8578.1996.tb00953.x

Vancouver

Author

Robertson, Janet M. ; Emerson, Eric ; Fowler, Stephanie ; Letchford, Samantha ; Mason, Heidi ; Mason, Linda ; Jones, Malcolm. / Residential special education for children with severely challenging behaviours : the views of parents. In: British Journal of Special Education. 1996 ; Vol. 23, No. 2. pp. 80-88.

Bibtex

@article{04c838ad8302416c9085e51e52f0fa38,
title = "Residential special education for children with severely challenging behaviours : the views of parents.",
abstract = "Information was collected, through follow-up interviews with parents, on the impact of residential special education on forty-four children who attended a behaviourally-oriented school for children with severe learning disabilities and severely challenging behaviours. Parents noted significant improvements in self care and communication skills and reductions in challenging behaviour during their stay at the school. The majority also noted positive changes since their child left the school, although one in five parents noted a deterioration in challenging behaviour since placement ended. Postiive change at the school was attributed to behavioural programmes, staffing ratios and skills, consistency and intensity. However, since leaving, positive changes were attributed by parents to maturity. Accounts of parents are used to illustrate the variable patterns of overall change seen in the forty-four children.",
author = "Robertson, {Janet M.} and Eric Emerson and Stephanie Fowler and Samantha Letchford and Heidi Mason and Linda Mason and Malcolm Jones",
year = "1996",
month = jun,
doi = "10.1111/j.1467-8578.1996.tb00953.x",
language = "English",
volume = "23",
pages = "80--88",
journal = "British Journal of Special Education",
issn = "0952-3383",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS

TY - JOUR

T1 - Residential special education for children with severely challenging behaviours : the views of parents.

AU - Robertson, Janet M.

AU - Emerson, Eric

AU - Fowler, Stephanie

AU - Letchford, Samantha

AU - Mason, Heidi

AU - Mason, Linda

AU - Jones, Malcolm

PY - 1996/6

Y1 - 1996/6

N2 - Information was collected, through follow-up interviews with parents, on the impact of residential special education on forty-four children who attended a behaviourally-oriented school for children with severe learning disabilities and severely challenging behaviours. Parents noted significant improvements in self care and communication skills and reductions in challenging behaviour during their stay at the school. The majority also noted positive changes since their child left the school, although one in five parents noted a deterioration in challenging behaviour since placement ended. Postiive change at the school was attributed to behavioural programmes, staffing ratios and skills, consistency and intensity. However, since leaving, positive changes were attributed by parents to maturity. Accounts of parents are used to illustrate the variable patterns of overall change seen in the forty-four children.

AB - Information was collected, through follow-up interviews with parents, on the impact of residential special education on forty-four children who attended a behaviourally-oriented school for children with severe learning disabilities and severely challenging behaviours. Parents noted significant improvements in self care and communication skills and reductions in challenging behaviour during their stay at the school. The majority also noted positive changes since their child left the school, although one in five parents noted a deterioration in challenging behaviour since placement ended. Postiive change at the school was attributed to behavioural programmes, staffing ratios and skills, consistency and intensity. However, since leaving, positive changes were attributed by parents to maturity. Accounts of parents are used to illustrate the variable patterns of overall change seen in the forty-four children.

U2 - 10.1111/j.1467-8578.1996.tb00953.x

DO - 10.1111/j.1467-8578.1996.tb00953.x

M3 - Journal article

VL - 23

SP - 80

EP - 88

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 2

ER -