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Achievement in an alternative high school for emotionally/behaviorally disturbed students
J M Stedman1, R M Costello, T Gaines
1Department of Psychiatry, University of Texas Health Science Center, San Antonio, Texas 78284.
Adolescence
|January 1, 1989
Summary
Psychosocial factors, not cognitive or academic ones, predict success for emotionally and behaviorally disturbed youth in alternative high schools. This highlights the importance of family and disturbance history in educational placement.
Area of Science:
- Educational Psychology
- Special Education
- Child and Adolescent Psychiatry
Background:
- Over 1,300 alternative high schools exist in the US for emotionally and behaviorally disturbed (EBD) youth.
- Effective educational strategies for EBD youth require understanding success predictors.
Purpose of the Study:
- To identify cognitive, academic, and psychosocial variables linked to student success in alternative high schools for EBD youth.
- To inform assessment, placement, and management strategies for EBD students.
Main Methods:
- The study examined cognitive, academic, and psychosocial factors in EBD youth attending alternative high schools.
- Success metrics were correlated with these identified variables.
Main Results:
- Psychosocial variables, including Family Pathology, Duration of Disturbance, and Age of Admission, were significantly associated with success.
- Cognitive and academic variables did not show a significant association with success.
Conclusions:
- Psychosocial factors are crucial indicators for success in alternative high school settings for EBD youth.
- Findings support tailored interventions and curriculum modifications based on psychosocial profiles.
- Implications for mental health and school professionals in assessment and placement are discussed.
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