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Article
Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools
Behavioral Disorders
  • Marjorie Montague, University of Miami
  • Craig Enders, Arizona State University
  • Wendy M Cavendish, University of Miami
  • Marcelo Castro, Nova Southeastern University
ORCID ID
0000-0003-2229-2246
Publication Date
1-1-2011
Abstract

The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at risk for developing emotional and behavioral problems when they were in primary school. Teacher ratings and student self-reports suggested that the behavioral and emotional symptoms for this school-based sample of predominately minority adolescents (n = 212, 91% African American and/or Hispanic, 45% boys, 55% girls) decreased across time, although there was significant variability for individuals. The at-risk students in special education had significantly higher self-ratings of emotional problems than the other groups and viewed school more negatively. Assessment of reading and math achievement and teacher ratings of behavior in primary school predicted achievement and behavior through middle and high school for at-risk students. Results have implications for early identification, prevention/intervention programs, and transition planning for children and youth at risk for developing problem behaviors.

DOI
10.1177/019874291103600205
Citation Information
Marjorie Montague, Craig Enders, Wendy M Cavendish and Marcelo Castro. "Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools" Behavioral Disorders Vol. 36 Iss. 2 (2011) p. 141 - 156 ISSN: 0198-7429
Available at: http://works.bepress.com/marcelo-castro/1/