News Release, November 6, 2014
Developmental Therapy Institute, Inc., Athens. GA
dti@developmentaltherapyinstitute.org
www.developmentaltherapayinstitute.org
A CRISIS IN MENTAL HEALTH SERVICES FOR CHILDREN
Emotions are a powerful influence on children’s academic achievement and their behavior
according to educational leaders at a Developmental Therapy Institute Professional Advisory
Council meeting convened recently at the Georgia Center for Continuing Education in Athens,
Georgia. A nonprofit organization for research and teaching of developmental practices for
troubled children and teens, the Developmental Therapy Institute works to expand educators
understanding and use of developmental practices with students of every age. When social,
emotional, and behavioral competencies are added to students’ instructional programs, the
positive results are heightened motivation to learn, increasingly responsible behavior, and
improved mental health in classrooms.
The spiraling incidents of student anger and violence are urgent challenges for educators. So
are the increased numbers of students with autistic characteristics requiring highly specialized
special education. A new generation of teachers in the U.S. is not widely informed about
educational methods to address these needs. New ways to expand their skills using
Developmental Therapy-Teaching methods was the focus for the Institute‘s agenda.
Evidence of improved student outcomes was reported by speakers who use developmental
practices with documented success. In Georgia, they reported approximately 411 elementary
age students with severe emotional or behavioral disabilities made statistically significant
progress in social, emotional, and communication competencies during a six-month period in
2014. Similar gains were made by 958 middle and high school students. In the report from a
school system in South Carolina, 65 students with emotional or behavioral disabilities made
significant gains with this developmental programming. In Connecticut, developmental practices
are used at a Preschool and Primary Learning Center for young children who have autistic
characteristics, resulting in increased competencies for behavior, communication, socialization,
and emotional regulation. Similar programs in Germany were described, where approximately
2500 teachers have been certified recently in developmental practices by the European
counterpart of the Institute. These extensively field-tested developmental methods have been
translated also in Argentina, Belgium, China, Germany, Italy, Korea, and Norway.
In November the Developmental Therapy Institute celebrates 35 years of work in classrooms
through the United States, Canada, and Europe. The group elected a new chair, Georgia
educator, Jeanne Morris, Director of the Southeast Georgia Learning Resources System. She
replaces the retiring chair, Mary M. Wood, Professor Emerita of Special Education at the
University of Georgia. Wood, a College of Education alumna, lead the original team in designing
developmentally-based positive methods for educating students with serious social, emotional,
and behavioral disabilities, those with autism, young children at risk, and others who have
difficult–to-manage behavior.