ERIC ED424715: School Outcomes and Community Benefits for Minority Youth with Serious Emotional Disturbances: A Synthesis of the Research Literature. Project Period: January 1, 1995 to June 30, 1997. Final Report.

217 Pages·1997·4.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 424 715
EC 306 821
AUTHOR
Coker, Charles C.; Menz, Fredrick E.; Johnson, Laura A.;
McAlees, Daniel C.
School Outcomes and Community Benefits for Minority Youth
TITLE
with Serious Emotional Disturbances: A Synthesis of the
Research Literature. Project Period: January 1, 1995 to June
30, 1997. Final Report.
Wisconsin Univ.-Stout, Menomonie. Stout Vocational
INSTITUTION
Rehabilitation Inst.
Special Education Programs (ED/OSERS), Washington, DC.
SPONS AGENCY
PUB DATE 1997-00-00
NOTE
230p.
CONTRACT H023E40015
AVAILABLE FROM Publications Department, Research and Training Center, Stout
Vocational Rehabilitation Institute, School of Education and
Human Services, University of Wisconsin-Stout, Menomonie, WI
54751-0790; telephone: [phone] ($18.50).
PUB TYPE
Numerical/Quantitative Data
Information Analyses (070)
Reports Descriptive (141)
(110)
EDRS PRICE
MF01/PC10 Plus Postage.
Asian Americans; Black Youth; Community Benefits; Dropout
DESCRIPTORS
Prevention; *Educational Strategies; *Emotional
Disturbances; Employment; Hispanic Americans; *Incidence;
*Minority Group Children; *Outcomes of Education; Pacific
Islanders; Program Design; Program Development; *Racial
Differences; Secondary Education; Student Placement; Tables
(Data)
IDENTIFIERS
African Americans
ABSTRACT
This final report discusses the findings of a project that
investigated research on the use of educational strategies with students with
serious emotional disturbances (SED) for the purpose of communicating to
teachers and parents which techniques were effective in serving minority
youth with SED. The project reviewed 250 documents to synthesize research
findings about the improvement of in-school success and post-school benefits.
The data confirmed that youth with SED have poorer outcomes after exiting
school; however, graduates of programs for youth with SED appeared to do
better than dropouts in the rate of employment. Also, it was found that
ethnic group membership did influence rates of representation within programs
for youth with SED. While the rate for African American youth in these
programs was proportionately greater than their rate in the general
population, rates for Hispanic and Asian/Pacific Islander ethnic youth in the
programs was proportionately less than their rates in the general population.
Outcomes for ethnic youth were also found to be different, with African
Americans having lower grade-point levels, missing more school, and having
lower rates of employment. Recommendations for programs for minority youth
with SED are provided. An appendix includes a discussion of problem areas
identified by constituents. (Contains over 650 references.)
(CR)
Final Report
School Outcomes
and Community Benefits
for Minority Youth With
Serious Emotional Disturbances:
A Synthesis of the Research
rature
Pro'ect Period:
January 1, 1 95 to June 30,
1997
OSEP Funding Category
Research in Education of Individuals With Disabilities
Program
Synthesize and Communicate
a Professional Knowledge Base:
Contributions to Research and Practice
(CPDA No. 84.023E)
U.S. DEPARTMENT OF EDUCATION
Charles C. Coker, Ph.D.
Office of Educational Research and Improvement
ED CATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
Fredrick E. Menz, Ph.D.
received from the person or organization
originating it.
0 Minor changes have been made to
Laura A. Johnson, B.S.
improve reproduction quality.
Points of view or opinions stated in this
Daniel C. McAlees, Ph.D.
document do not necessarily represent
official OERI position or policy.
The Rehabilitation Research and Training
Center
Stout Vocational Rehabilitation Institute
College of Human Development
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
[phone]
Final Report
School Outcomes
and Community Benefits
for Minority Youth With
Serious Emotional Disturbarices:
A Synthesis of the Research Literature
Project Period:
January 1, 1995 to June 30, 1997
OSEP Funding Category
Research in Education of Individuals With Disabilities Program
Synthesize and Communicate a Professional Knowledge Base:
Contributions to Research and Practice
(CFDA No. 84.023P
Charles C. Coker, Ph.D.
Fredrick E. Menz, Ph.D.
Laura A. Johnson, B.S.
Daniel C. McAlees, Ph.D.
The Rehabilitation Research and Training Center
Stout Vocational Rehabilitation Institute
College of Human Development
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
[phone]
3
The contents of this document
were developed under
Grant Number H023E40015
from the
Office of Special Education Programs,
U.S. Department of Education -
Office of Special Education & Rehabilitative Services,
Washington, DC
However, these contents do not necessarily
represent the policy of those agencies,
and you should not assume endorsement
by the Federal Government.
Copyright © 1998
The Rehabilitation Research and Training Center
Stout Vocational Rehabilitation Institute
College of Human Development
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
Table of Contents
Page
Abstract
vii
Chapter 1. Introduction
1
Serious Emotional Disturbance
2
Defmitions
2
Scope of the Problem
3
Outcome Focus for Youth With Serious Emotional Disturbances
4
Overview of the Project
5
Project Objectives
5
The Conceptual Framework for the Project
6
Educational Practices and Intervention Strategies
6
Conditions Affecting Program Effectiveness
9
Positive Outcome Goals in Various Areas
10
The Research Approach and Research Hypotheses
11
Chapter 2. Method
13
Systematic Integrative Review
13
Use of Constituency Input to Guide the Research Stages
13
Committee Composition and Selection
13
Problem Formulation and Development of Hypotheses
14
Problem Areas Identified by Constituents
14
The Need for an Explanatory Framework
16
Data Collection and the Search Strategy
16
Sources of Research and Literature
16
Building a Master Key Work Index
17
In-School Measures
17
Post-School Measures
'19
Data Evaluation: Coding the Data
19
Master Form (Study File)
19
Demographics Form (Statistics File)
20
Size of Effect Form (Statistics File)
20
Data Analyses and Interpretation: Testing the Hypothesis
20
Constituent Advisory Committee Evaluation of Methodology and Progress
21
Revising the Search Strategy and Data Evaluation Stages
21
Documents in the Database
22
Presentation Stage
22
School Outcomes and Community Benefits
Table of Contents (Continued)
Page
25
Chapter 3. Prevalence and Minority Representation
25
Prevalence of Emotional Problems in Children
25
Estimates of Prevalence Rates for Psychiatric or Mental Health Problems
27
Number of Youth in School Programs for Serious Emotional Disturbances
28
Age of Onset for School Serious Emotional Disturbances
28
Gender Differences for School Serious Emotional Disturbances
29
School Serious Emotional Disturbance Versus Other Disabilities
Mental Health Problems Versus Special Education Programs for Youth
29
With Serious Emotional Disturbances
30
Minorities and Rates of Representation
35
Summary
37
Chipter 4. The Processes
37
Identification and Assessment
Conduct Disorders and Federal Definition of Youth With
38
Serious Emotional Disturbances
39
The Assessment Process and Minority Populations
Functional Assessment: Away From Deficit Assessment
41
and Toward Cultural Neutrality
41
Legal Issues, Costs, and Discipline
42
Classification and Placement
43
Classifications of Disabilities and Special Education Program Types
44
Placement Setting and Least Restrictive Environments
45
Classroom-Based Techniques
49
Summary
51
Chapter 5. In-School and Post-School Outcomes
51
The Outcome Measures
52
The In-School Outcomes
53
Measures of Academic Participation in School
57
School and Community Participation
58
Changes in the Least Restrictive Environment
61
Exiting School: Graduation and Dropping Out
68
The Post-School Outcomes
71
Employment
77
Post-Secondary Education
80
Community Adjustment and Social Engagement
80
Arrest and Incarceration
81
Other
82
Summary
Table of Contents
Table of Contents (Continued)
Page
Chapter 6. The Influence of Moderator Variables
85
Process Moderator Variables
85
Race, Culture, and Ethnicity
85
The Case for Prejudice Against Non-White Ethnic Groups
86
Differential Impact on Minority Groups Due to Class Status
88
The Impact on the Education of the African American Minority
89
Relationship to Education and Youth With Serious Emotional Disturbances
91
Family/Parent Participation and Involvement
91
Community Linkages
93
School-Based Mental Health Programs
95
Context Moderator Variables
97
The School
97
The Community
97
Context Moderator Variable Differences Among the Ethnic Groups
in the National Longitudinal Transition Study
98
Differences Among Minority Groups in the General Population
100
Exemplary Models
103
Benchmarks Targeted by the National Agenda for
Youth With Serious Emotional Disturbances
105
Chapter 7. Discussion, Conclusions, and Recommendations
107
Methodological Concerns
107
Meta-Analysis
107
On-line Electronic Searches
107
Adoption of an Alternative Methodology
108
Prevalence Rates
108
Unmet Needs for Youth With Mental Health Problems
109
Age of Onset and Gender
110
Sources of Prevalence Rates: Differences Between National Data
and State Data
110
Definition of Serious Emotional Disturbances
111
In-School and Post-School Outcomes
111
School Performance and Participation
112
Least Restrictive Environment
112
Exiting High School
112
Post-Secondary Success: Employment, Education, Social
Engagement, and Arrests
113
The Processes
114
Cultural Competencies and Racism in Assessment and Placement
114
z
7
School Outcomes and Community Benefits
Table of Contents (Continued)
Page
115
Influence of Moderator Variables
115
Influence of Ethnic Groups
116
Demographic Differences Among Ethnic Groups
116
Family Participation
116
Community Linkages
117
School Characteristics
117
Community Demographics
117
Conclusions
118
Effect of Processes on Outcomes: The Missing Link
118
Competing Explanations for Differences Associated With Ethnic Groups
121
Development of a Research Agenda
121
Validity and Reliability Measurement
121
Factors Correlated With Ethnic Group Membership.
122
Outcomes From Special Education
Bibliography
Appendices
Appendix A. Concerns Under the Seven Consolidated Topic Areas
Appendix B. The Code Book
iv
Table of Contents
List of Figure and Tables
Figure
Page
Enipirical Support for Improving Outcomes for Minority Youth
1.
With Serious Emotional Disturbances
Table
Page
1-1 Strategies and Techniques for Youth With Serious Emotional
Disturbances
8
2-1
Constituent Advisory Committee Members
15
2-2
List of Key Words Used in Coding Documents
18
2-3
Summary of the Documents in the Database
23
3-1
Estimates of the Prevalence of Emotional Problems in School-Age
Youth
Versus Percent of Total School Enrollment in Special Education
Programs
for Serious Emotional Disturbances
26
3-2
Age of Onset of Emotional Problem
or Serious Emotional Disturbances
28
3-3
Gender Representation Among General, Special Education,
and Serious Emotional Disturbances Populations
29
3-4
Prevalence of Serious Emotional Disturbances in Comparison
to Other Special Education Categories
30
3-5
Minority Representation Among General, Special Education,
and Serious Emotional Disturbances Populations
32
5-1
Participation in School of Youth With Serious Emotional Disturbances
54
5-2
In-School Measure of Various Behaviors of Youth With Serious
Emotional Disturbances From the National Longitudinal Transition
Study
58
5-3
Different Educational Environments for All Youth With Disabilities
and Those With Serious Emotional Disturbances
60
5-4
Exiting Rates From Public Schools for Youth
With Serious Emotional Disturbances
64
5-5
Employment of Youth With Serious Emotional Disturbances
After High School
72
School Outcomes and Community Benefits
List of Tables (Continued)
Page
78
Post-Secondary Education of Youth With Serious Emotional Disturbances
5-6
Ethnicity, Family Characteristics, and Communities of National
6-1
Longitudinal Transition Study Sample of Youth With Serious
101
Emotional Disturbances (Valdes, Williamson, and Wagner, 1990)
Examples of Model Programs Involving Youth With Serious
6-2
103
Emotional Disturbances, Schools, and Communities
vi