This study examines effects of a hospital-based psychiatric day program on eight subjects over a six month period. Each subject underwent a semi-structured interview at admission to the Program, and then at three and sixth months or on discharge with concurrent Psychometric testing. Quantitative and qualitative data were compared with information from "significant others" and unit staff reports to determine changes in subjects' behaviours over the study period. To consider any effects of the Program on psychiatric re-admissions, relevant data dating back to 1980 from both regional admitting centres were examined for patients who were identified as having had multiple re-admission for psychiatric care as well as a minimum of twenty-four days attendance at the Day Program ( n = 73 ). The results indicated a trend towards improved quality of life, improvement in selfcare, social supports, ability to form relationships and in the quality of family relationships. Reduction in number and intensity of symptoms, and improvement in coping skills was reported for 88% of subjects. Subjects were found to agree in their perception of the most and least helpful elements of the Program. Re-admission data showed that the Program was most beneficial for number of admissions, rate of admissions, length of stay and rate of length of stay for the diagnostic group of Depressions and for the group as a whole. There were also positive effects in some of these areas for the diagnostic groups of Anxiety Disorders and Personality Disorders (confidence level of 95%).

Research suggests teaching adults and children with disabilities to follow pictorial cues increases home life skills, vocational skills and on-task behavior. Activity schedules use pictorial cues to prompt individuals to complete behavioral sequences. The purpose of this study was to examine if, after training, adults with intellectual disabilities completed a series of behaviors using an activity schedule. The dependent variable is percent of components completed independently. Three individuals with mild to severe intellectual and physical disabilities receiving services from a private provider day program participated. Each participant used an activity schedule to complete a skill set during training. The results show that, for all participants, an activity schedule increased independently completed steps of the skill set, typing on a computer, as compared to when the activity schedule was not present.