First-Year Effectiveness on School Functioning of a Self-Contained ED Middle School
Students new to a self-contained middle school for students with emotional disturbance (ED) were followed during their first year to assess the effectiveness of the program on school functioning and psychopathology. Measures for academic functioning (grade point average and subject failures), attend...
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| Veröffentlicht in: | Behavioral disorders 2009-02, Vol.34 (2), p.60-71 |
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| creator | Mattison, Richard E. Schneider, Jayne |
| description | Students new to a self-contained middle school for students with emotional disturbance (ED) were followed during their first year to assess the effectiveness of the program on school functioning and psychopathology. Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary referrals (with and without out-of-school suspension) were obtained for the year prior to enrollment as well as at the completion of the first year in the program. Pre and post psychopathology were also rated for the students through the teacher version of the Adolescent Symptom Inventory (ASI-4T). Significant improvement with an average effect size of .61 was found for 5 of the 6 functional measures, as well as for the conduct disorder and attention-deficit hyperactivity disorder (inattentive type) categories of the ASI-4T. Thus, first-year effectiveness was found for the ED program, although the levels of absenteeism, disciplinary referrals, and psychopathology remained of concern. |
| doi_str_mv | 10.1177/019874290903400201 |
| format | Article |
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Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary referrals (with and without out-of-school suspension) were obtained for the year prior to enrollment as well as at the completion of the first year in the program. Pre and post psychopathology were also rated for the students through the teacher version of the Adolescent Symptom Inventory (ASI-4T). Significant improvement with an average effect size of .61 was found for 5 of the 6 functional measures, as well as for the conduct disorder and attention-deficit hyperactivity disorder (inattentive type) categories of the ASI-4T. 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Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary referrals (with and without out-of-school suspension) were obtained for the year prior to enrollment as well as at the completion of the first year in the program. Pre and post psychopathology were also rated for the students through the teacher version of the Adolescent Symptom Inventory (ASI-4T). Significant improvement with an average effect size of .61 was found for 5 of the 6 functional measures, as well as for the conduct disorder and attention-deficit hyperactivity disorder (inattentive type) categories of the ASI-4T. 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Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary referrals (with and without out-of-school suspension) were obtained for the year prior to enrollment as well as at the completion of the first year in the program. Pre and post psychopathology were also rated for the students through the teacher version of the Adolescent Symptom Inventory (ASI-4T). Significant improvement with an average effect size of .61 was found for 5 of the 6 functional measures, as well as for the conduct disorder and attention-deficit hyperactivity disorder (inattentive type) categories of the ASI-4T. Thus, first-year effectiveness was found for the ED program, although the levels of absenteeism, disciplinary referrals, and psychopathology remained of concern.</abstract><cop>Los Angeles, CA</cop><pub>Council for Children with Behavioral Disorders</pub><doi>10.1177/019874290903400201</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| source | SAGE Complete A-Z List; Jstor Complete Legacy; Education Source |
| subjects | Adolescents Attendance Attention Deficit Disorders Behavioral disorders Child & adolescent psychiatry Children & youth Comparative studies Effect Size Effectiveness studies Emotional Disturbances Grade Point Average Health facilities High school students Hyperactivity Intervention Learning Longitudinal Studies Mainstreaming Measures (Individuals) Middle School Students Middle schools Mood disorders Nursing students Parents Program Effectiveness Psychopathology Research methodology School districts School suspension Self Contained Classrooms Special education Standard deviation Suspension Symptoms (Individual Disorders) Teachers |
| title | First-Year Effectiveness on School Functioning of a Self-Contained ED Middle School |
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