CAHSS Faculty Articles
Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools
ORCID ID
0000-0003-2229-2246
Publication Title
Behavioral Disorders
ISSN
0198-7429
Publication Date
2011
Abstract
The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at risk for developing emotional and behavioral problems when they were in primary school. Teacher ratings and student self-reports suggested that the behavioral and emotional symptoms for this school-based sample of predominately minority adolescents (n = 212, 91% African American and/or Hispanic, 45% boys, 55% girls) decreased across time, although there was significant variability for individuals. The at-risk students in special education had significantly higher self-ratings of emotional problems than the other groups and viewed school more negatively. Assessment of reading and math achievement and teacher ratings of behavior in primary school predicted achievement and behavior through middle and high school for at-risk students. Results have implications for early identification, prevention/intervention programs, and transition planning for children and youth at risk for developing problem behaviors.
DOI
10.1177/019874291103600205
Volume
36
Issue
2
First Page
141
Last Page
156
NSUWorks Citation
Montague, M., Enders, C., Cavendish, W. M., & Castro, M. (2011). Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools. Behavioral Disorders, 36 (2), 141-156. https://doi.org/10.1177/019874291103600205
