Characteristics of children in a day school/treatment program that are associated with successful and unsuccessful outcomes
Crofford, Rebekah Jean
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This dissertation examined the characteristics and outcomes of children who were seriously emotionally disturbed and attended a day school/treatment program (N=105). Of particular interest was what type of student was more likely to have a successful outcome from the program (e.g. graduation), and what type of student was more likely to have an unsuccessful outcome from the program (e.g. dropout). Some of the characteristics explored include, race, age at entrance to the program, family composition, mental health issues, and at risk factors. Simple bivariate correlations, cross tabulations were employed followed up by hierarchical logistic regressions. Overall, the students who had interest in school were more likely to be successful than students who lacked that interest. Students who entered the program in grades 7-9 were much more likely to be unsuccessful than grades K-6 and 10-12. Furthermore students who were African-American were more likely to be unsuccessful than any other race/ethnic group. Students from single parent families were more likely to be unsuccessful than those from any other family type. Additionally, students who had several (<5) previous educational placements were highly likely to be unsuccessful compared to students who had few previous educational placements. Of the 44 at risk characteristics 7 domains were created. Specific characteristics of unsuccessful students indicated a student who had many negative school behavioral characteristics (Domain 1), is involved with substances, and has antisocial tendencies. Discussion, limitations, and implications of these findings are included.