skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 78276 Add to Shopping cart Find in a Library
Title: Achievement Place - The Teaching-Family Treatment Model in a Group Home Setting
Author(s): J L Levitt; T M Young; D M Pappenfort
Corporate Author: University of Chicago
National Ctr for Assessment of Alternatives to Juvenile Justice Processing
United States of Amer
Date Published: 1981
Page Count: 62
Sponsoring Agency: National Institute of Justice/
Rockville, MD 20849
University of Chicago
Chicago, IL 60637
US Securities and Exchange Cmssn
Washington, DC 20549-2736
Grant Number: 77-JN-99-0002
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Type: Program/Project Evaluation
Language: English
Country: United States of America
Annotation: This report describes the teaching family model used at Achievement Place, a community-based group home for juvenile offenders in Lawrence, Kans., and summarizes program evaluations which focused on direct effects of treatment, longer range outcomes, and costs.
Abstract: The teaching family model was originally developed at the University of Kansas in 1968 to teach juveniles appropriate social behaviors in a family-like setting. An overview summarizes the characteristics of the boys who first entered Achievement Place and discusses preliminary assessments. Major components of the model include a complex token economy which awarded or deducted points for all behaviors, a social reinforcement system, and self-government. The responsibilities of and training for the professional staff, called the teaching parents, are detailed. Following an explanation of the ABAB reversal design that has been used frequently to evaluate Achievement Place, the report reviews studies which assessed the treatment effects. Principal concerns were the use of treatment tools such as the point system in other settings and whether changed behavior endured when reinforcements were not present. The studies that examined juveniles' performance in the community after completing the Achievement Place program are presented. Outcome measures have included institutionalization, police and court contacts, and school performance. Comparisons of the costs for Achievement Place for 1969 and 1971 with estimates of costs for institutions have shown that the teaching family model was less expensive to establish and maintain. While Achievement Place and its replications have changed many behaviors of youths living at the group homes, additional evaluations on this intervention method are needed. Suggested research topics include the impact of the program on different types of juveniles, its place in the juvenile justice system, and any unexpected or unfavorable effects. Footnotes, figures, tables, and a bibliography of approximately 150 references are provided.
Index Term(s): Behavior modification; Community-based corrections (juvenile); Cost effectiveness analysis; Juvenile group houses; Program evaluation; Token economies
Note: Reports of the National Juvenile Justice Assessment Centers.
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.