Outcome of a cooperatively funded children's day-treatment program

Emotionally disturbed children participated in a cooperatively funded day-treatment program. The philosophy of the program, designed to facilitate understanding and cooperation among the three funding agencies, the parents, and interdisciplinary team members, was a variant of social learning theory. In this article the program is described, as well as the results of a follow-up study which indicated successful therapeutic intervention. Finally, a discussion of the success, problems, and dissolution of the program is presented. A suggestion is made that future programs which are funded cooperatively include a buffer fund to allow the program to survive temporary financial shortfalls.