Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.

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This paper will examine the current literature and implications of follow-up studies of students with emotional/behavioral disorders (EBD) focusing on the postschool outcomes of this population. The examination of the follow-up studies gave a perspective of transition and postschool outcomes for youths with EBD. In our research, we found 22 follow-up studies that examined the EBD population as a subset of a larger pool of youths with disabilities, yet found only eight studies that examined the EBD population exclusively. When compared to the multitude of studies done with other disability categories (e.g., learning disabled, mild or moderately retarded) the adult outcomes of youth with EBD have not been studied as extensively. This synthesis of the literature on follow-up studies should act as a reference in the revision or updating of curriculum and programming for communities, school boards, educators, counselors, parents, and students. A general conclusion drawn by the literature reviewed was that students with EBD also have lower grades, more course failures, a higher grade retention, and a higher dropout rate than other disability groups and the general population. A re-evaluation of school programs (e.g., general/special education curriculum) and policies (e.g., transition planning) must occur if these postschool outcomes for youths with EBD are to improve. © 1999 John Wiley & Sons, Inc.In recent years, there has been an increasing interest and concern focusing on the services and postschool outcomes of youths with disabilities. Students with disabilities grow into adults who must function in society at large. The ability of former students with disabilities to function in society will indicate how successful the school services were in preparing them for adulthood. Educators want students to have every opportunity possible to increase the likelihood of students becoming successful and well-adjusted as adults. Preparing students to successfully meet the demands of adult life is a critical part of this transition process.Follow-up studies have been conducted over the last decade to examine the postschool functioning of youths with disabilities. These studies provide an essential information base that administrators and teachers can use to pinpoint transition and curriculum issues that need to be examined further. Postschool outcomes can highlight aspects of educational programs that contribute to successful postsecondary adjustment, as well as areas that need to be strengthened.In our research, we found 22 follow-up studies (18 research studies and 4 literature reviews) that examined the emotional/behavioral disordered (EBD) population as a subset of a larger pool of youths with disabilities, yet found only eight studies (six research studies and two literature reviews) that examined the EBD population exclusively. When compared to the multitude of studies done with other disability categories (e.g., learning disabled, mild or moderately retarded), the adult outcomes of youth with EBD have not been studied a...