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ERIC Number: ED551009
Record Type: Non-Journal
Publication Date: 2012
Pages: 236
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1865-7
Improving Adolescent Outcomes: A Study to Determine the Characteristics of Students with Serious Emotional Disturbance and Pathways to a Collaborative Response to Their Needs by Child Serving Organizations
Lewis, Alexandria W.
ProQuest LLC, Ed.D. Dissertation, Aurora University
Poor educational outcomes, related to social and emotional responses, have the potential to negatively impact the trajectories of a significant number of children across the United States (Caspi, Bem, & Elder, 1989; McLeod & Kaiser, 2004). This mixed-methods transformative study frames a grounded theory approach to reveal characteristics of students aged twelve to eighteen with severe emotional disturbance who participated in a federally funded system of care project funded between 2002 and 2006. The significance of an Individualized Education Plan (IEP) on adolescent outcomes experienced at home, in community and at school is examined using Columbia Improvement Scale (CIS) measurement at intake and six months. Using first person interviews representing stakeholders within these sites, a qualitative analysis compares and contrasts these findings through six perspectives. Theme-based responses delineate recommendations and pathways to improve the outcomes for adolescents. An analysis of the data collected from caregivers of 16,212 children and youth found that while half of the students had an IEP, the presence of an Individualized Education Program (IEP) did not predict improved outcomes. Gender, race/ethnicity, and Medicaid status correlated with minimal improvement in CIS scores and children and youth without IEP's experienced more significant clinical improvement within six months than children and youth with IEPs. These findings differed from the expectations noted in the stakeholder interviews. The interviews identified additional constructs of plan effectiveness, attitudes, policies, teacher/parent training and preparedness, school culture, parent involvement in supporting and predicting youth with emotional disturbance. Responses identified the need for improved collaboration between parents, youth, and education; education and mental health and the community. Further research focused on the effectiveness of these partnerships, policies reflecting transformation, and analysis of student characteristics is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A