Treating offenders with educational disabilities.

Rutherford, Robert B.; Clark, Heather Griller; Anderson, Cindy Wheeler

doi:10.1037/10390-008

Cited by 15 publications

(14 citation statements)

References 21 publications

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“…Community adjustment services for incarcerated youth returning to the community, aligned with Dishion and Patterson's (2006) ecological model for anti-social behavior, must link the correctional facility and school, employment, family, and independent living in the community-service coordination that is seldom implemented (Leone et al 2002;Rutherford et al 2001). Despite the fact that formerly incarcerated youth face numerous difficulties and unique challenges as they mature into young adulthood, few receive any sort of coordinated services combining educational services, employment supports, and community-based social service agencies-specifically mental health and drug abuse treatment.…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

2008

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Juvenile offenders are costly to our society in terms of the monetary and social expenditures from the legal system, victims' person costs, and incarceration. The re-entry and community reintegration outcomes for formerly incarcerated youth with a disabling condition are bleak compared to peers without disabilities. In this study, we examined the factors--both static and interventionrelated--that reduce recidivism rates for project participants possessing a mental health and/or special education diagnosis and were served by a facility-to-community reentry intervention. Our sample was comprised of a total of 320 youth formerly incarcerated who received project services between August of 1999 through June of 2004. Project services include a transition specialist whose role is service coordination to youth from the facility to the community. Kaplan-Meier survival functions were calculated for participants on the outcome measure of the rates of recidivism. Additionally, Cox regression modeling was used to identify factors for the prediction of time to recidivate. Our findings indicate that the intervention may contribute to reduced recidivism rates but that a set of static demographic and pre-incarceration risks contribute more to the prediction of recidivism than community adjustment factors (e.g., employment or enrollment). With these findings, the intervention seems promising yet it remains unclear about which programmatic features contribute to reduced recidivism rates. Implications for research and practice are shared.

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Section: Introductionmentioning

confidence: 99%

An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

2008

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“…However, contrary to research suggesting that youth with specific learning disability are at higher risk for violent offending, as well as other types of offending (Jarvelin et al, 1994;Quinn et al, 2005;Rutherford et al, 2002), having a learning disability diagnosis contributed to the classification of non-violent offending. One possible explanation for this is that there is a higher population of youth with specific learning disabilities in the delinquent population While the model underclassified cases in the violent offense category, the contribution of not having an emotional disability diagnosis to the classification of cases into the nonviolent group may suggest that the absence of this classification may be a protective factor, which is consistent with results of prior studies examining the relationship between emotional disability and violent offending (Quinn et al, 2005).…”

Section: Tablementioning

confidence: 57%

Classifying Violent Versus Nonviolent Offending in a Diverse Sample of Adolescent Juvenile Delinquents

Schoenfield¹

2011

PsycEXTRA Dataset

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“…Transition is the most neglected aspect in the education and treatment of youth with and without disabilities in the juvenile justice system (Griller-Clark, 2003;Nelson et al, 2004;Rutherford et al, 2000). The 10 Arizona State University studies reviewed in this article used a variety of research methods to analyze factors that contribute to successful and unsuccessful transition of youth in the juvenile justice system.…”

Section: Resultsmentioning

confidence: 97%

“…For most youth in the justice system, transition is a complex and uncoordinated process that often leads to further failure and recidivism. Transition services and supports generally are the most neglected components of correctional education programming (Rutherford, Griller, & Anderson, 2000;Stephens & Arnette, 2000).…”

Section: Definition Of Transitionmentioning

confidence: 99%

Transition of Incarcerated Youth With Disabilities Across Systems and Into Adulthood

Baltodano¹,

Mathur²,

Rutherford³

2005

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Identifying factors that contribute to delinquency and recidivism is critical in predicting the success of incarcerated youth transitioning back to the community. The task of identifying these salient factors becomes increasingly complex when compounded by the disproportionate representation of youth with disabilities in juvenile corrections. These youth are also far less likely to make a successful transition to the community. Research in this area has examined the impact of individual, environmental, and situational factors on the likelihood for success, but a synthesis of this research has yet to be compiled. The purpose of this article is to examine the contextual factors that influence the transition success or failure of youth with disabilities in the juvenile justice system. Specifically, 10 research studies conducted by graduate students and faculty in the special education program at Arizona State University are reviewed. This research has been conducted over the past 12 years and has focused on identifying factors associated with successful and unsuccessful transition of youth from incarceration to school, work, and the community. Implications for designing and implementing appropriate programming and transition planning to address the needs of youth exiting the correctional system are also highlighted. The specific research topics related to transition include preplacement planning, locus of control, engagement, peer influence, quality of transition programming, gender specific programming, and adult mentoring and support.Identifying factors that contribute to delinquency and recidivism is critical in predicting the success of incarcerated youth who transition back to the community. Resilience and recidivism are not fixed factors; they are fluid and interconnected with a host of both alterable and unalterable variables. The task of identifying salient factors for youth exiting the justice system becomes increasingly complex when compounded by the disproportionate representation of youth with disabilities in juvenile corrections. These youth are also less likely to make a successful transition to the community.

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Treating offenders with educational disabilities.

Cited by 15 publications

References 21 publications

An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention

Classifying Violent Versus Nonviolent Offending in a Diverse Sample of Adolescent Juvenile Delinquents

Transition of Incarcerated Youth With Disabilities Across Systems and Into Adulthood

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