The effectiveness of behavior-focused alternative middle schools for students with disabilities
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
behavior-focused, middle school, disability, alternative, remediation
Kaynak
Behavioral Disorders
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
45
Sayı
1
Künye
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
