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NCJRS Abstract

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NCJ Number: 97254 Find in a Library
Title: Comparison of Senior High School Interventions for Disruptive Students (From School Programs for Disruptive Adolescents, P 333-340, 1982, by Daniel J Safer - See NCJ-97299)
Author(s): A D Trice; F C Parker; D J Safer
Date Published: 1982
Page Count: 8
Sponsoring Agency: University Park Press
Baltimore, MD 21202
Sale Source: University Park Press
300 N Charles
Baltimore, MD 21202
United States of America
Type: Program/Project Evaluation
Language: English
Country: United States of America
Annotation: This chapter discusses two models (self-contained and resource programs) developed for students entering senior high school with a history of disruptive behavior and compares the effects of mainstream (no special program) intervention with those of the two models.
Abstract: Mainstream students are characterized, and their enrollment in four major academic subjects -- English, math, world history, and biology -- is noted. The self-contained program, which featured a small, self-contained section in which students received their major subject instruction, is described. Further, an in-school resource program, which monitored students on disciplinary and academic matters and provided services when problems were noted, is discussed. Assessment of program outcomes is examined; evaluation measures included attendance and suspension rates, final grade point averages based on major subjects, and achievement changes on Wide Range Achievement Test (WRAT) standard scores. Results indicate that the resource program resulted in the greatest school longevity, the highest attendance, the lowest rate of suspensions, the highest grades, and better achievement test grades compared with the self-contained and mainstream programs. In general, the self-contained program impacted least on these measures. The format in the resource program is shown to offer a greater degree of contact between special students and their regular classroom peers, more regular academic content, and a better chance of success within the usual school environment than the self-contained model. Finally, the cost effectiveness of the resource program is noted. Twelve references and two tables are included.
Index Term(s): Adolescent attitudes; Comparative analysis; Intervention; Juvenile delinquency prevention; Program evaluation; School delinquency programs
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