Achievement in an alternative high school for emotionally/behaviorally disturbed students.

J. M. Stedman, R. M. Costello, T. Gaines, A. Villarreal, D. Abbott, C. Duross

Research output: Contribution to journalArticle

Abstract

Some 1,300 alternative high schools have been established in the United States for dealing with the special education needs of emotionally and behaviorally disturbed youth. The present study investigated cognitive, academic, and psychosocial variables associated with success in an alternative high school for such youth. Results indicated that psychosocial variables (Family Pathology, Duration of Disturbance, and Age of Admission) were associated with success, whereas cognitive and academic variables were not. These results are interpreted in light of their implications for assessment and placement decisions, management by mental health and school professionals, and curriculum modifications necessary for success.

Original languageEnglish (US)
Pages (from-to)623-630
Number of pages8
JournalAdolescence
Volume24
Issue number95
StatePublished - Sep 1 1989

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

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