A study of the intensity and frequency of crisis intervention for students enrolled in a school for the severely emotionally disturbed.

The present study explored the characteristics of students with a marked need for disciplinary crisis intervention (a modified time-out procedure). The study's sample consisted of 62 adolescents enrolled at a school serving the severely emotionally disturbed. Data on student background characteristics (IQ, academic achievement), behavioral adjustment, and sociometric ratings were gathered and related to intensity and frequency of crisis intervention. Data were subjected to correlational and multiple regression statistical procedures. One noteworthy finding is that students with a pronounced need for crisis intervention were rejected by their peers, yet indicated having positive perceptions of them. However, the central finding is that students with strong crisis intervention needs displayed a range of behaviors that can be characterized as a disturbance in conduct. Thus, this study supports the use of therapeutic interventions aimed at enhancing behavioral control for these students.