Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences

Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences By Rhiannon Y. Rager Dr. W. Paul Jones, Examination Committee Chair Professor of Educational Psychology University of Nevada, Las Vegas Dr. Lori Olafson, Examination Committee Co-Chair Executive Director, Office of Research Integrity and Professor of Educational Psychology University of Nevada, Las Vegas Children with emotional and behavioral disorders (EBD) often present with significant impairments in social, emotional, and academic functioning. For those with the most severe impairments, hospitalization is an essential intervention. Prior to releasing children from the hospital, a discharge plan is typically created in order to facilitate successful transition from the hospital setting. Ideally, these plans set the stage for post-hospitalization supports by outlining a course of action for caregivers and coordinating services, with the ultimate goal of helping children maintain gains and reducing recidivism. Research suggests that current practices do not incorporate educational needs and supports into discharge plans. Although there is literature on what constitutes good discharge planning practices, there is very little research focusing specifically on discharge planning practices for youth. As such, it is unclear to what extent children’s discharge plans are not only consistent with effective discharge planning practices, but also whether educational needs and supports are included.