The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities. (November 2019)

• Record Type: Journal Article
• Authors: Afacan, Kemal; Wilkerson, Kimber L.
• Is Part Of: Behavioral disorders. Volume 45:Number 1(2020)
• Page Start: 41
• Page End: 52
• Publication Date: 2019-11
• Subjects: behavior-focused -- middle school -- disability -- alternative -- remediation; Behavior disorders in children -- Periodicals; Child Behavior Disorders; Comportement, Troubles du, chez l'enfant -- Périodiques; Behavior disorders in children; Trouble du comportement; Trouble affectif; Jeune; Periodicals; Periodicals; 618.9289005
• DOI: 10.1177/0198742919846619
• Languages: English
• ISSNs: 0198-7429

Abstract

Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.