Patterns of School Functioning over Time among Students Served in a System of Care

Autor/in	Anderson, Jeffrey A.
Titel	Patterns of School Functioning over Time among Students Served in a System of Care
Quelle	In: Remedial and Special Education, 32 (2011) 6, S.482-495 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510364545
Schlagwörter	Emotional Disturbances; Special Education; Enrollment; Children; Adolescents; Behavior Disorders; Mental Health; Functional Behavioral Assessment; Statistical Analysis; Models; Agency Cooperation; Academic Achievement; Interviews; Caregivers; Evaluation; Behavior Problems; Emotional Problems; Intervention; Outcomes of Education; Predictor Variables; Effect Size; Time Perspective; Indiana; Behavioral and Emotional Rating Scale; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Einschulung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Statistische Analyse; Analogiemodell; Schulleistung; Interviewing; Interviewtechnik; Caregiver; Carer; Betreuungsperson; Pfleger; Evaluierung; Lernleistung; Schulerfolg; Prädiktor; Zeitbezug
Abstract	Systems of care can be used to help coordinate and direct resources both external and internal to a school, thereby providing critical supports for students with emotional and behavioral challenges that historically have not been available to educators. In this study, hierarchical linear modeling was used to longitudinally examine school functioning change trajectories for a sample of students who participated in the Dawn Project system of care in Indianapolis, Indiana. The investigation was driven by the hypotheses that improvements in school functioning would be associated with improvements in clinical functioning over time and also that demographic characteristics would not be associated with such changes in school functioning. In general, the findings supported these hypotheses. Specifically, school functioning was found to significantly improve between the time students enrolled in the system of care and up to 36 months postenrollment. Moreover, longitudinal improvements in school functioning were significantly associated with improvements in clinical functioning, even after controlling for the influence of time. Although the relationship between school and clinical functioning is not well understood, these findings suggest that an interdependent relationship exists, highlighting the importance of simultaneously targeting school and social-emotional challenges. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10