Abstract
Effective human service programming requires the rendering of services in an environment that is personalized, not artificial, and in the mainstream of normal, everyday contingencies governing behavior. An individual in such an environment would be equipped with certain skills and resources that are needed to learn, grow, and enjoy life more beneficially, with normal cues and consequences shaping development. A day treatment and educational program supports this rationale to the extent that it equips an individual with the access to a normal environment and the skills and resources to function and grow effectively. At the Behavioral Development Center, regardless of whether a child is transitioning from an institutional setting, another day program, or receiving treatment and educational services for the first time, the goal is always the same: to have the child function as much as possible in the mainstream of human life. This requires a personalized and dynamic (i.e., changing programs to meet changing needs) program of services. It is accomplished in the context of an active partnership between a child’s home, day treatment, and educational environments. Although a day treatment facility provides the primary site for this partnership, the Behavioral Development Center also utilizes family and community resources to execute elaborate, and reinforce effective treatment and education.
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© 1984 Plenum Press, New York
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Groden, J., Groden, G., Baron, G., Stevenson, S.E. (1984). Day Treatment Services for Children with Severe Behavior Disorders. In: Christian, W.P., Hannah, G.T., Glahn, T.J. (eds) Programming Effective Human Services. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2707-3_16
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DOI: https://doi.org/10.1007/978-1-4613-2707-3_16
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