Direct comparisons between residential and community students on school performance measures in a public school setting

✍ Scribed by James Vincent; Jack J. Kramer; Mark Shriver; Rob Spies

• Publisher: John Wiley and Sons
• Year: 1995
• Tongue: English
• Weight: 502 KB
• Volume: 10
• Category: Article
• ISSN: 1072-0847
• DOI: 10.1002/bin.2360100203

✦ Synopsis

The purpose of the current study was to evaluate the school performance of residential youth who attended a public school setting. Direct comparisons were made between the residential youth and students in the community on a number of school measures. Results from a multivariate analysis of covariance indicated that the residential students had significantly lower grades, participated in significantly fewer extracurricular activities, and exhibited more problematic behaviors such as tardies and absences. These findings were consistent with previous research which found that many residential youth have a number of behavioral, social, and academic dificulties that interfere with school functioning. A number of recommendations were made regarding educational placement for residential youth.

Youth placed in residential treatment centers often experience a number of social, academic, and behavioral difficulties. Identification of specific characteristics of residential youth may be important in the development of effective treatment strategies and remedial programs in school settings (Duchnowski, Johnson, Hall, Kutash, & Friedman, 1993; Silver e t al., 1992; Wurtele, Silson, Prentice-Dunn, 1983). Silver e t al. (1992) reviewed 27 residential treatment facilities across four states and found that the majority (e.g., two-thirds) of youth met the criteria for Conduct Disorder (CD) as defined by the diagnostic and statistical manual of mental disorders (DSM-III-R; American Psychiatric Association, 1987, p. 53). This includes a number of behaviors that often violate the basic rights of others including stealing,