CARS Comprehensive Intervention for Secondary Students with Emotional and Behavioral Problems: Conceptualization and Development

Autor/inn/en	Kern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Weist, Mark D.; Wills, Howard P.
Titel	CARS Comprehensive Intervention for Secondary Students with Emotional and Behavioral Problems: Conceptualization and Development
Quelle	In: Journal of Emotional and Behavioral Disorders, 23 (2015) 4, S.195-205 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426615578173
Schlagwörter	Behavior Problems; Emotional Disturbances; Intervention; Secondary School Students; At Risk Students; Adolescents; Evidence Based Practice; High School Students; Randomized Controlled Trials; Program Development; Models; Mentors; Interpersonal Competence; Social Development; Classroom Environment; Program Evaluation + Suchen Sie Ihr Suchwort? Gefühlsstörung; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programmplanung; Analogiemodell; Interpersonale Kompetenz; Soziale Entwicklung; Klassenklima; Unterrichtsklima; Programme evaluation; Programmevaluation
Abstract	Educating children and youth with significant social, emotional, and behavioral (SEB) problems continues to pose significant challenges for special and general educators. The long-term effects of challenges this group of students experience include school dropout, mental health problems, unemployment, and high incarceration rates. To date, the majority of research examining the efficacy of interventions and supports has been conducted at the elementary level, creating a compelling need for comprehensive examination of interventions and supports for high school students. In this article, we provide a summary of the iterative development process the Center for Adolescent Research in Schools (CARS) undertook to develop a logic model that guided development and implementation of a multi-component intervention incorporating evidence-based practices with adaptations for high school-age students. In addition, we provide an overview of a national randomized control trial, including a review and decision structure to identify multiple outcome measures, which was designed to examine the efficacy of the developed intervention logic model. (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