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The effectiveness of behavior-focused alternative middle schools for students with disabilities

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Date

2019

Author

Afacan, Kemal
Wilkerson, Kimber L.

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Citation

Afacan, K., & Wilkerson, K. L. (2019). The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities. Behavioral Disorders, 45(1), 41–52. https://doi.org/10.1177/0198742919846619

Abstract

Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.

Source

Behavioral Disorders

Volume

45

Issue

1

URI

https://hdl.handle.net/11494/1816

Collections

  • Scopus İndeksli Yayınlar Koleksiyonu [525]
  • WoS İndeksli Yayınlar Koleksiyonu [685]
  • Özel Eğitim Bölümü Koleksiyonu - Makaleler [4]



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