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All children screened for the program met the federal educational standards outlined in the Individuals with Disabilities Education Act (1997) for ED, exhibited a program-specific standard for critical need (i.e., risk of hospitalization or other out-home care, threat to self, classmates, teachers, or family members, and/or exhibit disorganized and bizarre behaviors), and received less restrictive services prior to IMHP (Vernberg et al., 2004).
Decisions regarding placement and/or services in IMHP are made by a multidisciplinary team.
IMHP children receive: (a) daily specialized academic instruction from a special education teacher, (b) a positive behavioral management system (i.e., token economy system with response cost) in the IMHP school, home, and neighborhood school, (c) individual therapy (twice weekly), (d) group therapy (four 30 minute sessions per week) plus daily group check-in sessions, and (e) crisis management (Roberts et al., 2003).
Data collection includes: (a) daily behavior point sheets completed in the home, neighborhood school, bus, and IMHP classroom; (b) daily symptom rating scales of psychological and behavioral symptoms; (c) the CAFAS (Hodges 2000; Hodges, Wong, & Latessa, 1998) three times a year; (d) the Behavioral Assessment Scale for Children (BASC; Reynolds & Kamphaus, 1992) twice a year; (e) the Diagnostic Interview for Children and Adolescents (DICA; Welner, Reich, Herjanic, Jung & Amado, 1987) annually; (f) the Parenting Stress Index--III (PSI; Abidin, 1995) annually; (g) the Hope Scales (Snyder et al., 1996, 1997) for adults and children twice per year; and (h) the HOME Scale (Caldwell & Bradley, 1994) twice per year (Vern-berg et al., 2004).
Outcome studies provide support for the efficacy of IMHP. For example, Roberts et al.