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Background: There is a growing emphasis of evidence-based program requirements being integrated into social welfare policies for youth care services in the U.S. This trend highlights the need for increased practitioner understanding and involvement in the research process to develop and implement evidence-based programs for youth with emotional and behavioral disorders who receive residential services. Objective: The purpose of this review was to provide residential care practitioners and researchers with an understanding of a transdisciplinary translational research approach for social service agencies and the research activities that can be included. Method: A review of the literature from a collaborative project between a social service agency and university that resulted in the development and testing of an aftercare intervention for youth departing residential programs was used to explain the framework. Result: The DO BETTER framework outlines a process that (1) focuses on input from practitioners and consumers to help determine problems that impact youth and families, (2) involves research and practitioner partnerships to conduct a variety of research activities to create solutions and (3) provides results that are useful for practitioners. The research activities of the project illustrate the iterative processes of practice to research and back to practice that included youth, caregivers, practitioners, researchers, and experts from other disciplines. Conclusion: The framework is provided to help researchers plan for collaborative research with social service agencies, and to help non-researchers in agencies become more familiar with research activities to increase their involvement in program design, testing, implementation and sustainability.

Background: Behavioral, social, emotional, and educational risks among children and youth with school identified disabilities served in residential care have been well documented. However, the health care needs and medical service utilization of this high-risk population are less well known. Given the risks associated with children with disabilities, one might expect that medical care usage is elevated and will continue to be a need when children return home or age out of the system. The purpose of this study was to evaluate if medical service utilization differed between youth with and without school-identified disabilities in care, and whether certain correlates (e.g., demographic characteristics and mental health functioning) would be associated with medical service use among youth with disabilities. Method: Hierarchical multiple regression models were used to explore the role of disability status in the utilization of medical services as well as to predict the effects of mental health functioning on utilization while controlling for other known factors. Results: Results indicated that medical service usage for youth with school identified disabilities was statistically higher than usage for peers without disabilities after accounting for other factors associated with utilization, and internalizing and externalizing behavior severity were significantly related to medical service utilization for youth with disabilities. Conclusions: As expected, the findings suggest that youth with disabilities use more medical services than peers without disabilities regardless of the presence of a physical health condition, but might be due to differences in the severity of the physical health conditions.

This study evaluated the characteristics related to a successful reintegration among youth from a residential facility. Specifically, this study describes the transition skills of youth at departure in five areas: (a) education and employment goals, (b) self-determination skills, (c) social support, (d) life skills, and (e) hopefulness. Further, self-report and teacher ratings of youths' self-determination and life skills were examined to determine possible differences in perception between youth and their school and Family Teachers (house-parents). One hundred four youth departing the Boys Town Treatment Family Home residential program participated in the study. The majority of youth reported average to above average skills in the five domains. However, significant differences were found between youth and schoolteacher reports of self-determination skills. The results indicate the need to provide transition services related to success post-discharge, including individualized transition plans and family involvement during treatment.