Types of Service Delivery Models Used in the Reintegration of Severely Emotionally Disturbed/Behaviorally Disordered Students.

Results are reported on a study in which the reintegration of382 severely emotion ally disturbed/behaviorally disordered students into less restrictive programs was examined to determine (a) where the reintegrated students were placed along the continuum of services; (b)the extent to which the school groups of students were related to the types of placement; and (c)the type of exceptionality identified at the time of reintegration. Results indicate that the expected continuum of services (most to least restrictive) was reversed during the reintegrative process with the predominant placement being full integration followed in descending order by resource class and self-contained class placements. Over half (52%) of the pre school group were reintegrated directly into general education, while over a third of the elementary and middle school (34%) and high school (43%) groups were reintegrated directly into general education. Of those reintegrated into less restric tive special education settings, 56% continued as severely emotionally disturbed/ ■ behaviorally disordered students, indicating that most students are not reclassified with other handicapping conditions when they are reintegrated into less restrictive settings. A continuum of services for students with severe emotional disturbance or behavioral disorders is widely acknowledged to be essential for comprehensive special education programing. Typically, models for a continuum of services include general education (regular) programs, special education resource programs, special education self-contained programs in the schools, community-based treatment programs, special day schools, and residential schools or hospitals (Nelson, 1985). Reintegration into less restrictive placements is an important goal of special education for severely emotionally disturbed/behaviorally disordered (SED/SBD) students who demon strate progress in achieving the goals and objectives in their I ndividualized Education Plans (lEPs). Several recent studies have emphasized the importance of reassignments and transitions of students to less restrictive settings along the continuum of services including studies of placement (Dallas Independent School District, 1981; Epstein & Cullinan, 1983; Forness C Hill, Minifie, & Minifie, 1981; Levitt, 1982; Montgomery & Van Vleet, 1978), tranisition to less restrictive settings (Bloom & Hopewell, 1982; Glavin, 1972; Leone, 1984; Schneider & Byrne, 1984), predictors of treatment outcomes for adolescents (Leone, Fitzmartin, Stetson, & Foster, 1986), and follow-up of preschoolers (Strain, Steele, Ellis, & Timm, 1982). While these studies provided valuable information, the sample sizes and geographic areas are limited, the grade ranges fairly narrow, and the students generally in one age group. This study examined the reintegration of SED/SBD students from preschool through adolescent ages on a statewide basis for the 1984-1985 school year to determine (a) where the reintegrated students were placed along the continuum of services; (b) the extent to which the school groups of students were related to the types of placement; and (c) the type of exceptionality identified at the time of reintegration. The authors express appreciation to Dr. Mary M. Wood for critiquing an earlier draft of this manuscript; and to the directors and program evaluators of the f6 Programs in the Georgia Psychoeducational Program Network who participated in this study by gathering data. Preparation of this manuscript was supported in part by Grant No. G008530255 from the Field Initiated Research Projects Program in the Office of Special Education Programs, U.S. Department of Education to the University of Georgia. Behavioral Disorders February 1987 99 This content downloaded from 157.55.39.17 on Fri, 02 Sep 2016 06:03:26 UTC All use subject to http://about.jstor.org/terms The study was conducted within the Georgia Psychoeducational Program Network (Network), a statewide system of 24 multidistrict, interdisciplinary program (Programs), that provides comprehensive special education and mental health services to SED/SBD stu dents (ages newborn through 18 years) for the 186 local school districts in Georgia, The Network Programs are an integral part of the statewide continuum of services for SED/SBD students, serving as a community-based service delivery alternative between regional psychiatric hospitals and special education self-contained classes, special education resource classes, and general education classes. According to state regulations, a student is eligible for Program services if the primary disability is severe emotional disturbance (e.g., childhood schizophrenia, severe emotional deprivation or adjustment reactions), severe behavioral disorders (e.g., neurological impairment, autism, cultural deprivation, develop mental lag), or severe school related problems (e.g., manifested in behavior, socialization, communication, and academic skills; Georgia Department of Education, 1982, IDDFd.3.20). An SED/SBD student is reintegrated from Network Program services to a less restrictive placement when that student has made documented gains in achieving IEP objectives. When a student is considered for reintegration, the Program staff conducts an IEP/Place ment Committee review meeting with input from an interdisciplinary team, a representative from the local education agency, and the student's parents. Current testing information and other records are reviewed to determine the student's present level of emotional and academic functioning. Selection of the type of service delivery to be used in the reintegra tion process is made on the basis of the individual student's needs. As a part of the reintegration process, the student is tracked (followed up) by the Program staff during the transition to the new placement and on a periodic basis for a minimum of one year afterwards (Georgia Department of Education, 1983).