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NCJRS Abstract

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NCJ Number: 70080 Add to Shopping cart Find in a Library
Title: Juvenile Achievement Center School - Final Report
Corporate Author: McLennan Cty
Juvenile Probation Dept
United States of America
Project Director: R D Barron
Date Published: 1972
Page Count: 12
Sponsoring Agency: McLennan Cty

National Institute of Justice/
Rockville, MD 20849
Texas Criminal Justice Council
Austin, TX 78767
US Dept of Justice
Washington, DC 20531
Grant Number: 71-DF-853
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Language: English
Country: United States of America
Annotation: The Texas Juvenile Achievement Center project demonstrated that the contingency management, individual instruction, and peer tutor approach is an effective means of reshaping academic and social behaviors.
Abstract: The Juvenile Achievement Center School aimed to provide intensive skill training and increase juveniles' motivation to reshape their behavior so that they could return successfully to their peer group in the public schools. During the year August 30, 1971, to July 28, 1972, 30 students between 11 and 14 years of age whose school history showed unacceptable social and academic behavior were selected (with help from the California Achievement Test) to follow the program. The program techniques included the use of contingency management system of reinforcement, a structural individual curriculum where students could move at their own pace on a contract basis, and the use of peer tutors to provide one-to-one instruction in certain skill areas. An incentive system allowed them to earn points for positive academic and social behaviors, points which could be spent during the recreation period. The physical facility allowed for a large classroom, a staff counselor's office, an indoor and an outdoor recreation area, and a shop for painting, clay, woodwork, welding, and other activities. Two classroom teachers and one teacher-aide were provided by the Waco Independent School District, and the Western Institute for Science and Technology provided additional help. At the end of the year the 30 students were returned to the public schools. Two of the students were placed for further intensive guidance; of the 28 remaining students, 17 had achieved the necessary social and academic skills to skip a grade, 3 who were nonreaders were returned to the Juvenile Achievement Center School, and the remainder were returned to peer grade level in public school. This program should be operated for a third year in order to obtain additional data before generalizing this already evidently successful program to other population settings. Moreover, during the third year, a manual should be developed to aid the replication processes.
Index Term(s): Education; Educational benefits; Incentive systems; Inmate Programs; Juvenile delinquency prevention
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