Promoting school completion of urban secondary youth with emotional or behavioral disabilities

Mary F. Sinclair, Sandra U. Christenson, Martha L. Thurlow

Research output: Contribution to journalArticlepeer-review

133 Scopus citations

Abstract

An experimental research design was used to examine the effectiveness of a targeted, long-term intervention to promote school completion and reduce dropout among urban high school students with emotional or behavioral disabilities. African American (67%) males (82%) composed a large portion of the sample. This intervention study was a replication of an empirically supported model referred to as check & connect. Study participants included 144 ninth graders, randomly assigned to the treatment or control group. The majority of youth were followed for 4 years, with a subsample followed for 5 years. Program outcomes included lower rates of dropout and mobility, higher rates of persistent attendance and enrollment status in school, and more comprehensive transition plans.

Original languageEnglish (US)
Pages (from-to)465-482
Number of pages18
JournalExceptional children
Volume71
Issue number4
DOIs
StatePublished - 2005

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