Data Collection Strategies and Measurement Tools for Assessing Academic and Therapeutic Outcomes in Recovery Schools

Abstract

Accurate evaluation and documentation of the efficacy of recovery schools can be vital to the continuation and expansion of these beneficial resources. A very limited data set currently exists that examines the value of specific schools established to support adolescents and young adults in recovery; additional research is necessary. The following article outlines the methodology utilized in a current quasi-experimental study evaluating both academic and therapeutic outcomes of adolescents attending recovery high schools as compared to traditional (non-recovery-based) high schools. The developmental considerations in assessing adolescents in recovery and their parents is delineated in this article, which underscores the need for extensive knowledge of adolescent substance abuse and other mental health issues. In addition, sensitivity around privacy among adolescents, parents, schools, and health providers is highlighted, as well as the validity of assessment. Key assessment strategies, including protocol of recruitment and interviewing techniques, are also presented along with a list of parent and adolescent assessment instruments and their corresponding interpretive variables. Protocol recommendations for future research are also outlined.

Recovery high schools: Effect of schools supporting recovery from substance use disorders

“…The current study reports on findings from data collected during extensive youth assessments at baseline, 3-month, and 6-month follow-ups (24). Standardized assessments were collected in-person via computer assisted interviewing software using local teams of trained, mostly master’s level data collectors.…”

“…Structured Clinical Interview for major Axis I psychiatric disorder diagnostics (26)); alcohol use, tobacco use, other substance use, and mental health treatment service receipt (all collected using the Timeline Followback method (25)); physical health treatment receipt, life satisfaction, sources of life stress, criminal justice system involvement, and school problems (all collected using the GAIN-Q3 (27)); perceived consequences of drug use (collected using the Personal Experiences Inventory (28)), interest in attending an RHS, perceived teacher support for substance use recovery, prior year school attendance and grades, negative attitudes toward school (collected using the Behavior Assessment System for Children (29)), perceived academic abilities, family income, parental education level, parental history of substance use treatment, and family history of mental health problems. Additional measurement details and rationale for selection of control variables has been reported in prior articles (24, 30).…”

Recovery High Schools: Students and Responsive Academic and Therapeutic Services

“…The study began in Minnesota due to the high concentration of RHS in the state (hence MN-RHS), and is being expanded to other states. Students are being recruited from both substance abuse treatment facilities and RHSs and subsequently followed for 12 months (Botzet, McIlvaine, Winters, Fahnhorst & Dittel, 2014). A comparison group of students not attending an RHS will be selected from the students recruited in treatment settings, using propensity score techniques (see Tanner-Smith & Lipsey, this volume).…”

Recovery High School Attendance Effects on Student Delinquency and Substance Use: the Moderating Role of Social Problem Solving Styles

“…The following baseline measures were included in the propensity score estimation model: students' self-reported age, race, gender; alcohol use and marijuana use, and mental health treatment service receipt (all collected using the Timeline Followback method); criminal justice system involvement and school problems (both collected using the GAIN-Q3); perceived psychological benefits of drug use and peer approval of substance use (both collected using the Personal Experiences Inventory), perceived availability of drugs, knowledge of RHS existence, interest in attending an RHS, interest in attending continuing care, frequency of self-help group attendance, prior year school attendance and grades, family income, parental history of substance use treatment, family history of mental health problems, problem solving (collected using the SPSI-R), frequency of religious activity participation, and frequency of helping with household chores. Additional measurement details and rationale for selection of control variables has been reported in prior articles (Botzet et al 2014;Tanner-Smith and Lipsey 2014).…”