Aimee Darmer


This study presents a review of the literature describing the characteristics of students with severe emotional and behavioral disabilities (SED). Studies examining the best educational practices for this population of students are also reviewed and discussed. The author concludes that the best educational programs for students with SED contain an emphasis on personal responsibility and academic success within a day treatment setting. To test this hypothesis, the author examined one such program, the Avalon School of Rochester, New York, which exhibits many of the features correlated in the literature with student success. This study concludes that, given the choice to succeed or fail, some adolescents with SED will succeed; however, given the expectation of failure, many do not succeed.

Library of Congress Subject Headings

Problem youth--Education--Case studies; Mentally ill children--Education--Case studies; Educational psychology

Publication Date


Document Type


Department, Program, or Center

Department of Psychology (CLA)


Names Illegible


Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LC4801.5 .D375 1997


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