Intervention and Rehabilitation for the Mentally Retarded Juvenile Offender - A Community-Based Day Program (From Retarded Offender, P 309-318, 1982, Miles B Santamour and Patricia S Watson, ed. - See NCJ-88305)

• NCJ Number: 88317
• Author(s): R Schattner
• Date Published: 1982
• Length: 8 pages
• Sale Source: Praeger Publishers
• Language: English
• Country: United States of America

Annotation

The community-based day program for mentally retarded juvenile offenders at the Flushing School (Flushing, N.Y.) provides a structured, yet flexible, environment and individualized programs.

Abstract

The student body consists of 20 male juveniles between 12 and 17 years-old. The I.Q. range is from 47 to 68. Most of the students have been involved with family court, and the others are at high risk of delinquency because of problem behavior. The most striking feature of most of the students upon entering the school was lack of positive self-image, which frequently led to aggressive behavior. The staff has been successful in eliciting more appropriate behavior, initially through a token economy system that rewards nonaggressiveness, an ability to stay in the classroom for the full period, and participation in activities. Emphasis is on appropriate and expanded verbal expressions and control of impulsive behavior. The program provides opportunities to learn skills, to learn about oneself, and to learn about the environment. The academic program includes the basic skills of reading, spelling, and arithmetic. Because students are at different levels, programs are tailored to individual needs. Other programs focus on science, music, industrial arts, art, physical education, recreation, work, and domestic science. Improvement in students' self-image and consequent behavior derives from the formation of satisfying relationships with staff and peers and success in developing their capabilities.