This study examines associations between recidivism rates and groups/programs for legally mandated education, behavioral, and mental health services that court-ordered juvenile youth ("juveniles") with identified emotional disturbance or related conditions receive in secure-care juvenile facilities. Using statewide agency data in…

Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth's return to the community. The purpose of this study was to gain a better understanding from stakeholders' perspectives, based on experience, to identify challenges and facilitators to support young offenders' reengagement in…

Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher…

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible…

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…

Results of follow-up studies conducted on 67 high-school students with behavior disorders (BD) who graduated in 1985 and 22 graduates with BD who graduated in 1993, after passage of the Individuals with Disabilities Education Act (IDEA), were compared to investigate the effects of transition requirements. The class of 1993 demonstrated better…

A longitudinal study investigated the effectiveness of transition best practices in the education of 30 students with emotional disturbances. Students employed while in school had higher rates of employment, and students whose parents had been involved in their education were more likely to have a successful community adjustment. (Author/CR)

The adjustment of 130 high school graduates and 70 dropouts, all with behavioral disorders, is investigated, focusing on employment, living arrangements, leisure activities, coping mechanisms, and difficulties with law enforcement. Employed versus unemployed individuals are compared in terms of gender, vocational training received in high school,…