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.
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.
Outcome studies provide support for the efficacy of IMHP.
95%) IMHP children attended their neighborhood schools for half of a day within one month of starting the program and the majority met or exceeded their treatment goal (i.