Client factors related to outcome in a residential and day treatment program for children

Abstract

Abstract Previous evaluations of residential and day programs for emotionally disturbed children have neglected the effects of pre‐admission client variables on treatment outcome. The present study examined the influence of nine such client factors on behavioral ratings improvement and academic improvement of 50 children discharged from Brewer‐Porch Children's Center, University of Alabama. Structural analyses revealed that the child's I.Q., age, parental involvement, and living situation were predictors of behavioral ratings improvement, while parental involvement, race, and I.Q. were predictors of academic gains. Results were related to existing knowledge of individual client variables’ effects on treatment outcome. In addition, the research model employed was discussed in terms of its utility for internal program analysis and its contribution to knowledge of intervention effects.