| Sign In to gain access to subscriptions and/or personal tools. |
Cognitive—Behavioral Interventions, Dropout, and Youth With DisabilitiesA Systematic ReviewSchool of Education at Colorado State University
Occupational Therapy Department at Colorado State University
Department of Language, Reading, and Exceptionalities at Appalachian State University
Occupational Therapy Department at Colorado State University The relationship between cognitive—behavioral interventions and therapies on the one hand and school dropout outcomes and violent verbal or physical aggression on the other hand for secondary-age youth with disabilities was explored in a systematic review. A total of 16 studies intervening with 791 youth with behavioral disorders, attention-deficit/hyperactivity disorder, and learning disabilities were reviewed. The findings of this review strongly support the efficacy of the use of cognitive—behavioral interventions across educational environments, disability types, age groups, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested, as well as directions to the reader to locate more detailed descriptions of how these interventions might be implemented in their secondary education environments.
Remedial and Special Education, Vol. 27, No. 5,
259-275 (2006) This article has been cited by other articles:
|
|||||||||||||||||||||||||||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
