Residential care: A study of short- and long-term educational effects

Ronald W. Thompson, Gail L. Smith, D. Wayne Osgood, Thomas P. Dowd, Patrick C. Friman, Daniel L. Daly

Research output: Contribution to journalArticle

38 Scopus citations

Abstract

School performance and attitudes of a group of children placed in residential care were assessed during placement and for an average of four years after discharge. A comparison group of children who were not placed in the program was also followed. The residential program emphasized both behavioral and educational treatment. Group differences were tested using Hierarchical Linear Modeling (HLM). Results indicated that the treatment group had significantly greater improvements in both school performance and attitudes during placement. These differences were also maintained after discharge. It is suggested that long-term educational effects with troubled children may require an intensive intervention over an extended period of time.

Original languageEnglish (US)
Pages (from-to)221-242
Number of pages22
JournalChildren and Youth Services Review
Volume18
Issue number3
DOIs
StatePublished - Jan 1 1996

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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    Thompson, R. W., Smith, G. L., Osgood, D. W., Dowd, T. P., Friman, P. C., & Daly, D. L. (1996). Residential care: A study of short- and long-term educational effects. Children and Youth Services Review, 18(3), 221-242. https://doi.org/10.1016/0190-7409(96)00002-3