Abstract
ABSTRACTA field-based case study methodology examined the effectiveness of placement in a public therapeutic day school for 11 children and adolescents (ages 8–15 years) with community-diagnosed bipolar disorders. The treatment protocol integrated a behavioral point and level system with cognitive behavioral and brief family therapy interventions. Within- and cross-case analyses were conducted to assess academic progress in the areas of reading, mathematics, writing, science, and social studies; behavioral/social-emotional performance regarding on task/work completion, compliance, physical aggression, and social and coping skills; and immediate educational outcomes related to behavioral level system progress and home-school reintegration. Results indicated that a majority of students improved performance in areas of relative academic and behavioral/social-emotional weakness while sustaining performance in areas of relative strength and achieved positive immediate educational outcomes. Deficits in social and coping skills and in mathematics were exhibited by nearly all students. Two distinct patterns of physically aggressive behavior were identified: a “spike” pattern and a “low levels” pattern. Therapeutic school interventions were determined to be generally effective for students with community-diagnosed bipolar disorders.
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