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||Cobb, B., Sample, P. L., Alwell, M., & Johns, N. R. (2006). Cognitive-behavioral interventions, dropout, and youth with disabilities: A systematic review. Remedial and Special Education, 27(5), 259-275.
||school dropouts, cognitive behavioral interventions, physical aggression, violent verbal aggression, disabled youth, behavioral disorders, attention-deficit hyperactivity, learning disabilities
||Background: A high number of students with disabilities drop out of school, and prevention of the dropout of youth with disabilities has received attention of researchers and school systems.
Objectives: To conduct a systematic review of studies that used a cognitive behavioral treatment and measured dropout prevention outcomes for secondary-age youth with disabilities.
Search strategy: Studies were found by conducting a search of electronic databases (ERIC, PsycINFO, and Medline), hand searches, author searches, and reference checks. The search used a variety of terms in four categories: (1) disability (e.g., emotionally disturbed), (2) intervention (e.g., teaching), (3) outcome (e.g., academic achievement), and (4) setting (e.g., schools).
Selection criteria: Studies that meet the following criteria were included in this review: (a) Participants were youth with disabilities in secondary school between the ages of 12 and 22; and (b) the outcome was related to student retention in school.
Data collection and analysis: Each of three coders conducted one of three coding stages in selecting studies for the review. After the coding process, all of the researchers sorted the studies based on types of intervention and finalized the selection of studies that met the criteria.
Main results: Sixteen studies that examined the effects of cognitive-behavioral interventions for students with disabilities were included in the review. The authors reported the mean effect size of the studies and estimated homogeneity of effect size estimates.
Conclusions: Cognitive-behavioral interventions have positive effects in decreasing dropout rates as well as physical and verbal regressive behavior of students with disabilities.
|Link to Full Text:||http://rse.sagepub.com/cgi/reprint/27/5/259|