Project Re-Ed Schools for Emotionally Disturbed Children: Effectiveness as Viewed by Referring Agencies, Parents, and Teachers

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Abstract
The home and school adjustment of children who entered 2 Re-Ed schools for emotionally disturbed children were studied before and after the Re-Ed intervention. According to their parents, after Re-Ed the children displayed fewer symptoms, were more socially competent, and were generally less discrepant from parental standards than before Re-Ed. More specifically, the children were seen as more relaxed, less aggressive, and more dominant than they had been prior to Re-Ed. Their teachers saw them as being less disruptive in class, working harder, being more able to face new or difficult situations, and having better relationships with their classmates. Improvement in academic adequacy was significant for children from one of the 2 schools; they showed a substantial increase in rate of acquisition of academic skills after Re-Ed, but they were not up to age or grade norms.