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This reports presents results from a review of 38 published studies that measured behavioral outcomes associated with the movement of people with mental retardation from public institutions to community residential settings. Results demonstrate strongly and consistently that people who move from institutions to community settings have experiences that help them to improve their adaptive behavior skills. In the area of challenging behavior, all of the findings of decline associated with deinstitutionalization occurred in studies published during the 1980s. The studies of challenging behavior in the 1990s consistently found improvement in both overall challenging behavior and in the specific subdomains of challenging behavior measured. Evaluations of community behavior support and crisis response systems show that they can be both effective in addressing challenging behavior and preventing institutionalization, and at the same time be cost-effective. The review also found that people who moved from institutions improved their material well-being and community integration over that of a contrast group of people who remained in institutions. Finally, a comparison of the relative cost of serving people in community versus institutional settings found that the average expenditure for state institutions is substantially greater than the average expenditure from community service recipients. (Contains 62 references.) (CR)

This policy research brief summarizes changes in out-of-home placements of children and youth with mental retardation since the implementation of the Supplemental Security Income (SSI) and Individuals with Disabilities Education Act (IDEA) entitlements. Statistics are reported for 1977, 1987, and 1997 to show trends. Statistics were obtained from three surveys, a 1977 survey of state-financed settings for persons with mental retardation; estimates from the 1987 National Medical Expenditure survey, Institutional Populations Component; and a direct survey in 1997 of all 50 states and the District of Columbia (DC) regarding the number of children and youth with mental retardation/developmental disabilities receiving out-of-home residential services. Analysis indicates a substantial decrease (70 percent) in the number (now 25,842) of children and youth with mental retardation placed in residential mental retardation/developmental disability settings, possibly due to SSI and IDEA policies to support children and youth in their own homes and communities. Concerns are raised about new legislation which could result in loss of SSI benefits for up to 45,000 children and youth with mental retardation, and possibly increase future out-of-home placements. Other findings indicated a total estimated annual cost of $1.3 billion for out-of-home placements, an estimated $3.5 billion less than estimated expenditures if the placement rate had remained at the 1977 level. (Contains 14 references.) (DB)

This research brief reports on selected findings from a longitudinal study conducted at the Institute on Community Integration, University of Minnesota. The study identified the postschool status of young adults and adults with moderate and severe disabilities, and changes in that status over time. Specifically, this study examined the postschool status of: (1) young adults with moderate and severe disabilities who exited school between 1975 and 1985 (n=123); (2) the same individuals as adults who had been out of school for a minimum of 10 years; and (3) young adults with moderate and severe disabilities who left school between 1990 and 1994 (n=145). Overall findings indicate that the individuals with moderate and severe disabilities had limited access to postsecondary education, were dependent on others for residence, and still had limited community involvement. The study did, however, find increasing participation of individuals with moderate and severe disabilities in positive post school activities. The employment experiences of the individuals with moderate and severe disabilities have also improved. Not only were more found to be employed, more were employed in community settings and fewer young adults were in sheltered workshops. In addition, wages accounted for a larger portion of the individuals' incomes. (CR)

This policy brief discusses the impact on students with disabilities of educational reforms that emphasize higher academic standards for all students and zero tolerance policies to make schools safe learning environments for all students. The public's demand for higher standards and safe environments is also explored. The development of academic standards and behavioral standards in educational laws and state policies is documented. Examples of local practices and policies that influence students' engagement with school and ways to help youth meet higher academic and behavioral standards are presented. The approaches are based on the experiences of three projects that tested strategies for keeping middle school students in school within a climate of low tolerance for atypical behavior and increasing demands for academic excellence. Five key intervention strategies were common to the three projects and are identified: Persistence-Plus, monitoring, relationships, affiliation, and problem-solving. In addition, recommendations are given for how schools can evaluate the potential impact of their own school policies and practices on their students' connection to school and progress toward school completion. A list of related publications is provided. (Contains 37 references.) (CR)

This serial issue summarizes findings from a survey of 20 state mental retardation and developmental disabilities agencies and 93 community based providers on developing and financing community services. The survey queried respondents concerning: (1) which models or strategies for financing community services have been most effective; (2) what states' and providers' current and future community service priorities are; and (3) how particular actions or policies of federal, state, or local governments affect efforts to develop and finance community services. Stage agencies offered 10 recommendations of which the most important were funding flexibility, increased family support services, improved state government collaboration with local governments, and creative use of"traditional" models. Recommendations of community providers addressed the start-up of services and supports, the ongoing operation of services and supports, and missions and values of community organizations. Principles for developing and financing community services and supports were suggested by the surveys including improved collaboration between governmental agencies and private providers, the value of innovative examples, and a community employment system in transition. (26 references) (DB)