Preparing Youths with Emotional or Behavioral Disorders for Transition to Adult Life: Can it be done within the Standards-Based Reform Movement?

Sitlington, Patricia L.; Neubert, Debra A.

doi:10.1177/019874290402900309

Cited by 19 publications

(18 citation statements)

References 20 publications

(15 reference statements)

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“…There is general consensus that adequately preparing youth with disabilities for adulthood must address a range of transition domains beyond just behavior and academics Sitlington & Neubert, 2004). Improving educational and postschool outcomes for youth with disabilities may be dependent, in part, on the extent to which youth are equipped with the capacities and opportunities to act in self-determining ways.…”

Section: Limitationsmentioning

confidence: 99%

Self-Determination Prospects of Youth With High-Incidence Disabilities

Carter

Trainor

Owens

et al. 2009

Journal of Emotional and Behavioral Disorders

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Promoting student self-determination has emerged as a key component of recommended practices in the field of secondary transition. This article examined the self-determination prospects of 196 youth with emotional and behavioral disorders (EBD), learning disabilities (LD), and mild/moderate cognitive disabilities (CD) using the AIR Self-Determination Scale. Teachers reported the capacities of youth with EBD to engage in self-determined behavior to be significantly lower than those of youth with LD but higher than youth with CD. Social skills and problem behavior ratings both emerged as significant predictors of students' capacity for self-determination but were not associated with the opportunities for self-determination teachers reported providing at school. Teachers generally evaluated students' capacity for self-determination lower than youth but higher than parents. Implications for transition assessment and planning are discussed and avenues for further research addressing this critical transition domain are suggested.

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Section: Limitationsmentioning

confidence: 99%

Self-Determination Prospects of Youth With High-Incidence Disabilities

Carter

Trainor

Owens

et al. 2009

Journal of Emotional and Behavioral Disorders

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“…Researchers in psychology and special education have continued to document the efficacy of strong partnerships between parents and schools [21,22], while many teachers and administrators feel compelled to toughen their stance on behaviors that might detract from learning in the general classroom setting [23]. The available peer-reviewed research comprises a multitude of articles around the relationship between home and school, but with a particular focus on improving test scores of students in the general population [24].…”

Section: Home-school Communicationmentioning

confidence: 99%

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Wenger¹,

Crump²,

LaFollette³

et al. 2017

TOFAMSJ

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Background: School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective: The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method: This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results: There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion: More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.

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“…Students who do not complete high school are at an increased risk for lower wages, higher rates of incarceration, and less access to postsecondary education (Christle, Jolivette, & Nelson, 2007;Sitlington & Neubert, 2004;Test, Fowler, White, Richter, & Walker, 2009). Without a high school diploma, options are severely limited for postsecondary career success (Christenson & Thurlow, 2004;"Dropouts," 2004;Greene, 2002;Rumberger, 1987).…”

Section: Journal Of Disability Policy Studies 21(4)mentioning

confidence: 99%

“…Karger (2004) wrote that the wording "regular classroom" and "maximum extent possible" were added to the language to highlight the relationship between the access to the curriculum and the regular classroom. Likewise, these laws require that students with mild disabilities make adequate yearly progress as measured by grade level standardized assessments (Bost & Riccomini, 2006;Christenson & Thurlow, 2004;Murawski & Dieker, 2004;Sitlington & Neubert, 2004). In response to these federal mandates, state departments of education are requiring that students with mild disabilities be educated in the general education classroom (Burstein, Sears, Wilcoxen, Cabello, & Spagna, 2004) without regard to the implications that a change of that magnitude might have.…”

mentioning

confidence: 99%

Inclusion and Graduation Rates: What Are the Outcomes?

Goodman

Hazelkorn

Bucholz

et al. 2011

Journal of Disability Policy Studies

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In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. This study examined the records of 67,749 students with mild disabilities in Georgia during a 6-year period to determine the effects of inclusion (i.e., the amount of time spent in general education classrooms) on graduation rates. Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities have remained stable (+0.4%) at less than 30%.

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Preparing Youths with Emotional or Behavioral Disorders for Transition to Adult Life: Can it be done within the Standards-Based Reform Movement?

Cited by 19 publications

References 20 publications

Self-Determination Prospects of Youth With High-Incidence Disabilities

Self-Determination Prospects of Youth With High-Incidence Disabilities

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Inclusion and Graduation Rates: What Are the Outcomes?

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