The purpose of this study was to examine the efficacy of a sustained dropout prevention procedure that incorporated monitoring and school engagement strategies.
Ninety-four students with learning and emotional/behavioral disabilities received interventions in Grades 7 and 8 ; half of the students (treatment group) continued to receive intervention through Grade 9. Results of this experimental study indicated that, for two of three measures, students in the treatment group were significantly more likely to be engaged in school than were control group students.
The overall performance of both treatment and control students, however, points to the need for early and sustained support for students with learning and behavioral disabilities to attain academic and behavioral standards.
Mots-clés Pascal : Arriération mentale, Efficacité traitement, Pédagogie spéciale, Prévention, Abandon étude, Programme thérapeutique, Santé mentale, Enfant, Homme, Age scolaire, Déficience intellectuelle, Trouble développement
Mots-clés Pascal anglais : Mental retardation, Treatment efficiency, Special education, Prevention, School dropout, Therapeutic schedule, Mental health, Child, Human, School age, Intellectual deficiency, Developmental disorder
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0449783
Code Inist : 002B18I13. Création : 25/01/1999.