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

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dc.authorid0000-0002-2691-6397en_US
dc.contributor.authorAfacan, Kemal
dc.contributor.authorWilkerson, Kimber L.
dc.date.accessioned2019-10-30T07:11:49Z
dc.date.available2019-10-30T07:11:49Z
dc.date.issued2019
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.description.abstractBehavior-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.
dc.identifier.citationAfacan, 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/10.1177/0198742919846619en_US
dc.identifier.doi10.1177/0198742919846619
dc.identifier.endpage52en_US
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage41en_US
dc.identifier.urihttps://hdl.handle.net/11494/1816
dc.identifier.volume45en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorAfacan, Kemal
dc.language.isoenen_US
dc.publisherSage Publicationsen_US
dc.relation.ispartofBehavioral Disorders
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectbehavior-focuseden_US
dc.subjectmiddle schoolen_US
dc.subjectdisabilityen_US
dc.subjectalternativeen_US
dc.subjectremediationen_US
dc.titleThe effectiveness of behavior-focused alternative middle schools for students with disabilitiesen_US
dc.typeArticle

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