Predictors of Child and Family Outcome in a Psychoeducational Day School Program

Abstract

Child and family correlates of behavioral, academic, and family outcome in a psychoeducational day school program for children with severe behavioral disorders were examined. Judges rated clinical, academic, demographic, and discharge status variables from program files. Children and families significantly improved in functioning. Status at entry was the best predictor for behavioral and family outcome measures. Younger, nontruant children improved most during treatment, as did involved families of less disturbed children. The results support the primacy of clinical factors in predicting outcome, the desirability of early intervention, and the interdependence of child and family functioning.

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