A behavioral program for disruptive Junior High school students: results and follow-up

Area of Science:

• Child and Adolescent Psychology
• Educational Psychology
• Behavioral Interventions

Background:

• Disruptive student behavior in junior high schools presents significant challenges.
• Effective interventions are needed to improve academic and behavioral outcomes.
• Community mental health center collaboration offers a promising approach.

Purpose of the Study:

• To evaluate the 5-year outcomes of a community mental health center-junior high school program for disruptive students.
• To assess the long-term impact of the program on student success in senior high school.

Main Methods:

• A comprehensive, in-school, behavioral program utilizing a token economy, parent contracting, and individualized instruction.
• Controlled outcome analysis of annual results.
• 4-year follow-up study of former program participants.

Main Results:

• Significant and consistent reductions in student expulsions, suspensions, and grade failures.
• Variable but often significant improvements in attendance and academic achievement.
• Former program students demonstrated higher senior high school entry rates, better attendance, improved conduct, and lower withdrawal rates.

Conclusions:

• The collaborative program effectively reduces disruptive behaviors and improves academic outcomes in junior high school.
• The positive effects of the intervention persist into senior high school, enhancing long-term student success.
• In-school, community-integrated behavioral programs are a viable strategy for supporting at-risk youth.