A cojoint, operant model for assisting profoundly behaviorally disordered adolescents

This article describes a community treatment program established in a semirural New Mexico community that was cojointly administered by the local school district, university and mental health center in order to facilitate the adoption of personal and academic skills among profoundly, behaviorally disordered adolescents. The treatment, a model classroom, is staffed by a fulltime teacher and a full-time psychologist whose roles are differentiated primarily by the ways and type of operant behavior they reinforce. This cojoint operant model for assisting profoundly behaviorally disordered adolescents was successful in facilitating the overall adjustment of eight adolescents in one academic year, as evidenced results of a behavior rating scale, projective testing, and parents' checklist and individual interviews. Theoretical bases and procedures for implementing the model are described, and recommendations for future programs serving emotionally disturbed adolescents are proposed.