Habilitative Functions and Effects of Residential Services

Author:

Lakin K. Charlie1,Hill Bradley K.2,Bruininks Robert H.3

Affiliation:

1. K. Charlie Lakin is Senior Scientist} Center fir Residential and Community Services and Director of Research and Infinnation Services, Minnesota University Wliated Program, University of Minnesota. Dr. Lakin has a PhD in educational psychology and has been active in research and writing on pgrams and policies affecting persons with developmental disabilities.

2. Bradley K. Hill is Rrsociate Director, Center for Residential and Community Services, University of Minnesota. Mr. Hill has a master's degree in educational psychology. He has published extensively on residential services for people with developmental disabilities.

3. Robert H. Bruininks is Director, Center for Residential and Community Services and the Minnesota University @listed Pmgram, University of Minnesota. Dr. Bruininks has a PhD in educational psychology fmm Peabody College for Teachers, Vanderbilt University. He has been active in research and writing on residential seruices and assessment of people with developmental disabilities.

Abstract

Residential services are a major aspect of the habilitative experiences and training provided to persons with developmental disabilities. Data on the contemporary status and recent evolution of residential services for persons with developmental disabilities are presented along with identification of major concepts guiding changes in residential services. The manner in which these concepts relate to factors associated with treatment effectiveness are reviewed. The paper concludes with an examination of the available literature relating residential facility size and location to habilitation outcomes.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Reference57 articles.

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Economic and Political Factors Affecting Deinstitutionalization;The Journal of Special Education;1989-07

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