The purpose of this paper is to describe a two year evaluation project designed as an alternative to institutional placement for adolescents who were disruptive and dysfunctional within their families and schools. These young adolescents, aged ten to fifteen, were placed in a special classroom within a regular Canadian school. Class size was kept to a maximum of six students, with fourteen students being involved over the two years of the study. Family interventions and therapy were carried out by two para-professional Child Care Workers. Evaluations of students' progress were primarily descriptive with both test data and observational data being utilized. Of the fourteen students involved in the program, four were institutionalized, three were discharged home with no stable school placement, and seven students were successfel in achieving and maintaining functional involvement with their schools and families. Available evaluative data from this project suggests a shift away from large scale residential treatment complexes for some young adolescents, particularly those whose families are prepared to make a commitment for participation in a total treatment approach.
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