Home > Research > Publications & Outputs > The long-term effects of behavioural residentia...

Research

Links

Text available via DOI:

View graph of relations

The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills. / Emerson, Eric; Robertson, Janet; Fowler, Stephanie et al.
In: Journal of Applied Research in Intellectual Disabilities, Vol. 9, No. 3, 09.1996, p. 240-255.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Emerson, E, Robertson, J, Fowler, S, Letchford, S & Jones, M 1996, 'The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills.', Journal of Applied Research in Intellectual Disabilities, vol. 9, no. 3, pp. 240-255. https://doi.org/10.1111/j.1468-3148.1996.tb00113.x

APA

Emerson, E., Robertson, J., Fowler, S., Letchford, S., & Jones, M. (1996). The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills. Journal of Applied Research in Intellectual Disabilities, 9(3), 240-255. https://doi.org/10.1111/j.1468-3148.1996.tb00113.x

Vancouver

Emerson E, Robertson J, Fowler S, Letchford S, Jones M. The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills. Journal of Applied Research in Intellectual Disabilities. 1996 Sept;9(3):240-255. doi: 10.1111/j.1468-3148.1996.tb00113.x

Author

Emerson, Eric ; Robertson, Janet ; Fowler, Stephanie et al. / The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills. In: Journal of Applied Research in Intellectual Disabilities. 1996 ; Vol. 9, No. 3. pp. 240-255.

Bibtex

@article{d83cd3cbfaba4b13858394ee08a1c43e,
title = "The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills.",
abstract = "Information was collected through the retrospective analysis of records and interview on the characteristics, abilities, challenging behaviours shown and services received by 55 children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self-care and communication skills and significant reductions on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow-up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.",
author = "Eric Emerson and Janet Robertson and Stephanie Fowler and Samantha Letchford and Malcolm Jones",
year = "1996",
month = sep,
doi = "10.1111/j.1468-3148.1996.tb00113.x",
language = "English",
volume = "9",
pages = "240--255",
journal = "Journal of Applied Research in Intellectual Disabilities",
issn = "1360-2322",
publisher = "Wiley-Blackwell Publishing Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - The long-term effects of behavioural residential special education on children with severely challenging behaviours : changes in behaviour and skills.

AU - Emerson, Eric

AU - Robertson, Janet

AU - Fowler, Stephanie

AU - Letchford, Samantha

AU - Jones, Malcolm

PY - 1996/9

Y1 - 1996/9

N2 - Information was collected through the retrospective analysis of records and interview on the characteristics, abilities, challenging behaviours shown and services received by 55 children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self-care and communication skills and significant reductions on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow-up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.

AB - Information was collected through the retrospective analysis of records and interview on the characteristics, abilities, challenging behaviours shown and services received by 55 children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self-care and communication skills and significant reductions on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow-up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.

U2 - 10.1111/j.1468-3148.1996.tb00113.x

DO - 10.1111/j.1468-3148.1996.tb00113.x

M3 - Journal article

VL - 9

SP - 240

EP - 255

JO - Journal of Applied Research in Intellectual Disabilities

JF - Journal of Applied Research in Intellectual Disabilities

SN - 1360-2322

IS - 3

ER -