The Effectiveness of Behavior-Focused Alternative Middle Schools for Students with Disabilities

Autor/inn/en	Afacan, Kemal; Wilkerson, Kimber L.
Titel	The Effectiveness of Behavior-Focused Alternative Middle Schools for Students with Disabilities
Quelle	In: Behavioral Disorders, 45 (2019) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919846619
Schlagwörter	Middle School Students; Behavior Problems; Identification; Low Achievement; Referral; Student Characteristics; Reading Tests; Scores; Suspension; Comparative Analysis; Nontraditional Education; Standardized Tests; Outcomes of Education; Males; African American Students; Special Education; Grade 8; Students with Disabilities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Identifikation; Identifizierung; Unterdurchschnittliche Leistung; Lesetest; Ausschluss; Schulausschluss; Non-traditional education; Alternative Erziehung; Standadised tests; Standardisierter Test; Lernleistung; Schulerfolg; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 08; 8. Schuljahr; Schuljahr 08; Disability; Disabilities; Behinderung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01