Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program

Autor/inn/en	Daly, Brian P.; Sander, Mark A.; Nicholls, Elizabeth G.; Medhanie, Amanuel; Vanden Berk, Eric; Johnson, James
Titel	Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 1, S.24-41 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2013.867712
Schlagwörter	Longitudinal Studies; Mental Health Programs; School Health Services; Outcomes of Treatment; Student Behavior; Outcomes of Education; Suspension; Attendance; Scores; Reading Tests; Mathematics Tests; Standardized Tests; Program Evaluation; Elementary School Students; Middle School Students; Minnesota + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schuleingangsuntersuchung; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Ausschluss; Schulausschluss; Anwesenheit; Lesetest; Standadised tests; Standardisierter Test; Programme evaluation; Programmevaluation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions and attendance rates), and academic outcomes (standardized test scores in reading and math). Participants were 89 students from Kindergarten to 8th grade who received ESMH services and 89 students from a matched comparison group. Results revealed that ESMH services (i.e., treatment) did not have a statistically significant association with any of the school behavior or academic outcome variables. Findings are discussed in the context of theoretical and methodological challenges associated with program evaluations of ESMH. Implications for practitioners and researchers regarding program evaluation and response to stakeholders are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01