Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools

Autor/inn/en	Montague, Marjorie; Enders, Craig; Cavendish, Wendy; Castro, Marcelo
Titel	Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools
Quelle	In: Behavioral Disorders, 36 (2011) 2, S.141-156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Urban Schools; Emotional Problems; Intervention; At Risk Students; Identification; Adolescents; Longitudinal Studies; Middle School Students; High School Students; Academic Achievement; Prediction; Behavior Problems; Symptoms (Individual Disorders); Special Education; Reading Achievement; Mathematics Achievement; Teacher Attitudes; Prevention; Minority Group Students; Elementary School Students + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Identifikation; Identifizierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Vorhersage; Psychiatrische Symptomatik; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Prävention; Vorbeugung
Abstract	The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at risk for developing emotional and behavioral problems when they were in primary school. Teacher ratings and student self-reports suggested that the behavioral and emotional symptoms for this school-based sample of predominately minority adolescents (n = 212, 91% African American and/or Hispanic, 45% boys, 55% girls) decreased across time, although there was significant variability for individuals. The at-risk students in special education had significantly higher self-ratings of emotional problems than the other groups and viewed school more negatively. Assessment of reading and math achievement and teacher ratings of behavior in primary school predicted achievement and behavior through middle and high school for at-risk students. Results have implications for early identification, prevention/intervention programs, and transition planning for children and youth at risk for developing problem behaviors. (Contains 6 tables and 3 figures.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10