1,963
Views
12
CrossRef citations to date
0
Altmetric
Original Articles

Providing a supportive alternative education environment for at-risk students

&

References

  • Alliance for Excellent Education. (2009). FactSheet: The impact of education on: Personal income & employment. Retrieved from http://all4ed.org/reports-factsheets/the-impact-of-education-on-personal-income-employment/.
  • Altenbaugh, R. J., Engel, D. E., & Martin, D. T. (1995 ). Caring for kids: A critical study of urban school leavers. Washington, DC: Fulmer Press.
  • Aron, L. Y. (2006). An overview of alternative education. Washington, DC: Urban Institute.
  • Aron, L. Y., & Zweig, J. M. (2003). Educational alternatives for vulnerable youth: Student needs, program types, and research directions. Washington, DC: Urban Institute.
  • Biddle, B. J., & Berliner, D. C. (2002). Small class size and its effects. Educational Leadership, 59(5), 12–23.
  • Biniker, K., & Pindiprouli, S. (2008). Functional assessment based intervention plans in alternative educational settings in the USA: A case study. The Journal of the International Association of Special Education, 9(1), 68−77.
  • Blyth, D. A., Simmons, R. G., & Carlton-Ford, S. (1983). The adjustment of early adolescents to school transitions. Journal of Early Adolescence, 3, 105–120.
  • Bombara, L. M. (2009). Sustaining school-based individualized positive behavior support. Journal of Positive Behavior Interventions, 11(3), 161−176. doi:10.1177/1098300708330878
  • Brown, L. H., & Beckett, K. S. (2007). Parent involvement in an alternative school for students at risk of educational failure. Education and Urban Society, 39(4), 498−523. doi:10.1177/0013124507301579
  • Carpender-Aeby, T., & Aeby, V. (2012). Reflections of client satisfaction: Reframing family perceptions of mandatory alternative school assignment. Journal of Instructional Psychology, 39(1), 3−11.
  • Chandler, L. K., & Dalquist, C. M. (2006). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. New York, NY: Prentice Hall.
  • Colvin, G., & Fernandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251−253. doi:10.1177/109830070000200414
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Upper Saddle River, NJ: Merrill.
  • Coppock, M. L. (1995). Mentoring At–Risk Hispanic Students in Self–Esteem, Academic Growth, and Citizenship Awareness. Equity and Excellence in Education, 28(1), 36–43.
  • D'Angelo, F., & Zemanick, R. (2009). The Twilight Academy: An alternative education program that works. Preventing School Failure, 53(4), 211−218.
  • Downey, J. A. (2008). Recommendations for fostering educational resilience in the classroom. Preventing School Failure, 53(1), 56−64.
  • Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavioral Analysis, 24(2), 387–397. doi:10.1901/jaba.1991.
  • Education Week. (2014). Graduation rates trends 1999–2000 to 2009–2010. Retrieved from http://www.edweek.org/ew/dc/2013/gradrate_trend.html
  • Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science and the Public Interest, 2(1), 1–30.
  • Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27, 557–577.
  • Finn, J. D., Pannozzo, G. M., & Achilles, C. (2003). The “whys” of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321–368.
  • Foley, R. M., & Pang, L. S. (2006). Alternative education programs: Program and student characteristics. High School Journal, 89(3), 10−21.
  • Gable, R. A. (1996). A critical analysis of functional assessment: Issues for researchers and practitioners. Behavioral Disorders, 22(1), 36−40.
  • Gage, N. A., Lewis, T. J., & Stichter, J. P. (2012). Functional behavioral assessment-based interventions for students with or at risk for emotional and/or behavioral disorders in school: A hierarchical linear modeling meta-analysis. Behavioral Disorders, 37(2), 55−77.
  • Goh, A. E., & Bombara, L. M. (2012). Individualized positive behavior support in school settings: A meta-analysis. Remedial and Special Education, 20(10), 1–16. doi:10.1177/0741932510383990
  • Gresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30(1), 32−46.
  • Grissmer, D. (1999). Class size effects: Assessing the evidence, its policy implications, and future research agenda. Educational Evaluation & Policy Analysis, 21(2), 231−248.
  • Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161−164.
  • Howell, E. C. E. (1995). Guide for implementing the comprehensive strategy for serious, violent, and chronic juvenile offenders. Washington, DC: Office of Juvenile Justice and Delinquency.
  • Isakson, K., & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short-term longitudinal study. Journal of Youth and Adolescence, 28, 1–26.
  • Iwata, B. A., Vollmer, T. R., Zarcone, J. R., & Rogers, T. A. (1993). Treatment classification and selection based on behavioral function. In R. V. Houton & S. Axelrod (Eds.), Behavioral analysis and treatment (pp. 101–125). New York, NY: Plenum Press. doi:10.1007/978-1-4757-9374-1_5
  • Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution and peer mediation: Programs in elementary and secondary schools. A review of the research. Review of Educational Research, 66(4), 459–604. doi:10.3102/00346543066004459
  • Kameenui, E. J., & Darch, C. B. (2004). Instructional classroom management: A proactive approach to behavior management. White Plains, NY: Longman.
  • Kazdin, A. E., Siegel, T. C., & Bass, D. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60(5), 733−747. doi:10.1037/0022-006X.60.5.733
  • Kellmayer, J. (1995). How to establish an alternative school. Thousand Oaks, CA: Corwin Press.
  • Knesting, K. (2008). Students at risk for school dropout: Supporting their persistence. Preventing School Failure: Alternative Education for Children and Youth, 52(4), 3–10.
  • Lampley, J. H., & Johnson, K. C. (2010). Mentoring at-risk youth: Improving academic achievement in middle school students. Nonpartisan Education Review, 6(1), 1−12.
  • Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2010). Teacher expectations of students’ classroom behavior. Remedial and Special Education, 31(3), 163−174. doi:10.1177/0741932508327464
  • Lane, K., Wheby, J., Menzies, H., Doukas, G., Munton, S., & Gregg, R. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small group instruction. Behavioral Disorders, 28(3), 229−248.
  • Lehr, C. A., Tan, C. S., & Ysseldyke, J. (2009). Alternative schools: A synthesis of state-level policy and research. Remedial & Special Education, 30(1), 19−32. doi:10.1177/0741932508315645
  • Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-wide management. Focus on Exceptional Children, 31(6), 1−24.
  • Lochman, M. W., Coie, J. D., Underwood, M. K., & Terry, R. (1993). Effectiveness of a social relations intervention program for aggressive and non-aggressive, rejected children. Journal of Consulting and Clinical Psychology, 61(6), 1053–1058. doi:10.1037/0022-006X.61.6.1053
  • Maxwell, L. (2006). The long arm of the law. Education Week, 26(6), 25−28.
  • McCluskey, K. W., Noller, R. B., Lamoureux, K., & McCluskey, A. L. A. (2004). Unlocking hidden potential through mentoring. Reclaiming Children & Youth, 13(2), 85−93.
  • McIntyre, T. (2014). Functional behavioral assessment. Retrieved from http://behavoriaradvisor.com/FBA.html
  • McNaulty, R. J., & Quagilia, R. J. (2007). Rigor, relevance and relationships: Three passwords that unlock the door for engaged high school students to learn at appropriate levels. The School Administrator, 8(64), 18–23.
  • Miller, M. J., Lane, L. L., & Wheby, J. (2005). Social skill instruction for students with high-incidence disabilities: A school-based intervention to address acquisition deficits. Preventing School Failure, 49(2), 27–39. doi:10.3200/PSFL.49.2.27−39
  • Mosteller, F., Light, R. J., & Sachs, J. A. (1996). Sustained inquiry in education: Lessons learned from skill grouping and class size. Harvard Educational Review, 66, 797−842.
  • Murray, C., & Pianta, R. (2007). The importance of teacher–student relationships for adolescents with high incidence disabilities. Theory Into Practice, 46, 105−112.
  • National Alternative Education Association. (2014). Exemplary practices 2.0: Standards of quality and program evaluation (pp. 1−23). Manassas, VA: National Alternative Education Association.
  • Neilsen, S. L., & McEvoy, M. A. (2004). Functional behavior assessment in early education settings. Journal of Early Intervention, 16(2), 115−131. doi:10.1177/105381510402600204
  • Noeller, R. B., & Frey, B. R. (1995). Mentoring for the continued development of lost prizes. In K. W. McCluskey, P. A. Baker, S. C. O'Hagan & J. Treffinger (Eds.), Lost prizes: Talent development and problem solving for at-risk students. Sarasota, FL: Center for Creative Learning.
  • Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98(2), 94–100.
  • Office of Special Education Programs. (2010). Implementation blueprint and self assessment: Positive behavioral interventions and supports. Washington, DC: U.S. Department of Education.
  • Pate-Bain, H., & Achilles, C. (1992). Class size does make a difference. Phi Delta Kappan, 74(3), 253–256.
  • Pressley, M., Solic, K., Gaskins, I. W., & Collins, S. (2006). A portrait of Benchmark School: How a school produces high achievement in students who previously failed. Journal of Educational Psychology, 98(2), 282–306. doi:10.1037/0022-0663.98.2.282
  • Raywid, M. A. (1994). Alternative schools: The state of the art. Educational Leadership, 52(1), 26–31.
  • Reimer, M. S., & Cash, T. (2003). Alternative schools: Best practices for development and evaluation. Effective strategies for school improvement. Clemson, SC: National Dropout Prevention Center.
  • Scott, T. M. (2001). A schoolwide example of positive behavioral support. Journal of Positive Behavior Support, 3, 88−94.
  • Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy, 3, 223−235. doi:10.1037/h0100800
  • Siegrist, J., Drawdy, L., Leech, D., Gibson, N., Stelzer, J., & Pate, J. (2010). Alternative education: New responses to an old problem. Journal of Philosophy & History of Education, 60, 133−140.
  • Shin, I. S., & Chung, J. Y. (2009). Class size and student achievement in the United States: A meta-analysis. KEDI Journal of Educational Policy, 6(2), 3–19.
  • Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7(2), 185−209.
  • Slicker, E. K., & Palmer, D. J. (1993). Mentoring at-risk high school students: Evaluation of a school-based program. School Counselor, 40(5), 327−334.
  • Smith, P., Molnar, A., & Zahorik, J. (2003). Class-size reduction: A fresh look at the data. Educational Leadership, 61(1), 72–74.
  • Smrekar, C., & Cohen-Vogel, L. (2001). The voices of parents: Rethinking the intersection of family and school. Peabody Journal of Education, 76(2), 75−100. doi:10.1207/S15327930pje7602_5.
  • Solar, E. (2011). Prove them wrong. Teaching Exceptional Children, 44(1), 40–45.
  • Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis. Psychology in the Schools, 49(2), 105−121. doi:10.1002/pits.20625
  • Sprick, R. (2014). Positive behavior support: A discussion. Retrieved from http://safeandcivilschools.com/research/papers/pbs.php
  • Tavakolian, H. R. (2012). Dropout dilemma and interventions. Global Education Journal, 2012(1), 77−81.
  • Tobin, T., & Sprague, J. (1999). Alternative education programs for at-risk youth: Issues, best practices and recommendations. Oregon School Study Council Bulletin, 42(4), 3−19.
  • Tomlinson, C. A. (2004). The differentiated classroom: Responding to the needs of all learners. Moorabbin, Victoria, Australia: Hawker Brownlow Education.
  • Wagner, M., Newman, L., Cameto, R., & Marder, C. (2003). Going to school: Instructional contexts, programs and participation of secondary students with disabilities. Menlo Park, CA: SRI International.
  • Wang, M., Haertel, G., & Walberg, H. (1998). Building educational resilience. Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194−197. doi:10.1007/s10833-007-9027-9
  • Zahorik, J., Halbach, A., Ehrle, K., & Molnar, A. (2003). Teaching practices for smaller classes. Educational Leadership, 61(1), 75–77.
  • Zinth, K. (2009). Maximum P-12 class-size policies. Retrieved from http://www.ecs.org/clearinghouse/82/91/8291.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.