What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

Neel, Richard S.; Meadows, Nancy B.; Levine, Phyllis; Edgar, Eugene

doi:10.1177/019874298801300306

Cited by 111 publications

(53 citation statements)

References 9 publications

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“…As further comparison, during this same time period, 53.1 % of all youth in the general population enrolled in postsecondary education less than 2 years after leaving high school and 68.3% enrolled 3 to 5 years after high school. These disappointing postsecondary enrollment rates also have been replicated in other state-level studies (e.g., Edgar & Levine, 1987;Malmgren, Neel, & Edgar, 1998;Neel et al, 1988).…”

Section: Educationsupporting

confidence: 56%

“…Projects conducted in Washington (Edgar & Levine, 1987;Neel, Meadow, Levine, & Edgar, 1988) and Oregon provide results that reflect this generally poor profile for adolescents with ED. Studies from Iowa (Carson, Sitlington, & Frank, 1995;Sitlington, Frank, & Carson, 1993) found slightly higher-but still low-employment rates, hourly wages, and hours worked per week among their respondents with ED.…”

Section: Employmentmentioning

confidence: 99%

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Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Bullis¹,

Cheney²

2017

Exceptional

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Section: Educationsupporting

confidence: 56%

Section: Employmentmentioning

confidence: 99%

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Bullis¹,

Cheney²

2017

Exceptional

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“…Youths with mental health problems are significantly less likely than other youths to graduate from high school and to enroll in postsecondary education (Coutinho and Denny 1996;Ensminger and Slusarcick 1992;Entwisle, Alexander, and Olson 2005;Greenbaum and Dedrick 1996;Neel et al 1988;Vitaro et al 2005;Wagner 1995). The educational failures of youths with mental health problems begin early in the form of relatively low grades in elementary school (Alexander, Entwisle, and Dauber 1993;Farmer and Bierman 2002) and middle school (DiLalla, Marcus, and WrightPhillips 2004) and extend through high rates of course failure in high school (Needham, Crosnoe, and Muller 2004).…”

Section: Mental Health and Educational Attainment: Assessing The Evidmentioning

confidence: 99%

Trajectories of Failure: The Educational Careers of Children with Mental Health Problems

McLeod¹,

Fettes²

2007

American Journal of Sociology

190

154

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The authors draw on developmental psychopathology, life course sociology, and scholarship on educational processes to develop a conceptual framework for understanding the association of children's mental health problems with educational attainment. They use this framework to address two empirical gaps in prior research: lack of attention to mental health trajectories and the failure to consider diverse explanations. Using data from the Children of the National Longitudinal Surveys of Youth data set, the authors identify latent classes that characterize trajectories of internalizing and externalizing problems from childhood through adolescence. Youths in the classes vary significantly in their likelihoods of high school completion and college entry. The authors evaluate the ability of three sets of mediators to explain these patterns: academic aptitude, disruptive behaviors, and educational expectations. Educational expectations are important mediators independent of academic aptitude and disruptive behaviors. Social responses to youths' mental health problems contribute importantly to their disrupted educational trajectories.Researchers from many different disciplines study whether, how, and why children's mental health problems affect socioeconomic success in adulthood. Educational researchers evaluate the implications of emotional and behavioral "readiness" at school entry for future academic performance as a means to understand and rectify persistent educational inequalities (e.g., Campbell et al. 2006; Spira and Fischel 2005;Vitaro et al. 2005). Health policy scholars estimate the effects of early-onset mental disorders on socioeconomic attainment to establish the societal relevance of the disorders and to argue for greater attention to mental health policy (e.g., Jayakody, Danziger, and Kessler 1998;Kessler et al. 1995). Epidemiologists in sociology and public health examine whether childhood mental health problems have effects on subsequent socioeconomic attainment in order to test the relative importance of social "selection" and social "causation" explanations for sociodemographic differences in mental health (e.g., Johnson et al. 1999; Miech et al. 1999;Ritsher et al. 2001). Despite commonalities in the measures and methods of these lines of research, they proceed relatively independently with little communication across disciplinary and substantive boundaries.Our goal in this article is to evaluate what we have and have not learned from these diverse efforts, and to present an analysis that locates these efforts in a comprehensive conceptual framework. The framework we develop draws on insights from developmental psychopathology, life course sociology, and scholarship on educational processes to highlight patterns of mental health among children and adolescents and to develop hypotheses about the NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript implications of those patterns for educational attainment. We evaluate our hypotheses using prospective longitudinal data on y...

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“…Given these liabilities, it is not surprising that SED predicts negative adult outcomes such as low rates of employment, low wages, and residential and financial dependence (Blackorby and Wagner 1996;Greenbaum et al 1996;Neel et al 1988;Reddy 2001). Relatively few receive comprehensive mental health services for a significant amount of time.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Intensive Mental Health Program: Development and Structure of the Model of Intervention for Children with Serious Emotional Disturbances

2007

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In order to meet the challenging needs and behaviors of children with Serious Emotional Disorders (SED), a school and community based Intensive Mental Health Program (IMHP) was developed and evaluated. We describe the conceptual framework, treatment principles, and model for service delivery for psychological and educational interventions under the umbrella of the IMHP. The program illustrates a model of comprehensive services for children with SED.

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What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

Cited by 111 publications

References 9 publications

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Trajectories of Failure: The Educational Careers of Children with Mental Health Problems

The Intensive Mental Health Program: Development and Structure of the Model of Intervention for Children with Serious Emotional Disturbances

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