Behavioral Intervention in Public Schools - 2 Long-Term Follow-Up (From School Programs for Disruptive Adolescents, P 201-214, 1982, by Daniel J Safer - See NCJ-97299)

• NCJ Number: 97247
• Author(s): J S Wodarski; J Filipczak
• Date Published: 1982
• Length: 14 pages
• Sale Source: University Park Press
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This chapter reports on a long-term followup study of 40 of the 60 adolescents who participated in Maryland's Preparation through Responsive Educational Program (PREP), a federally funded community-based program for predelinquent disruptive and alienated students.

Abstract

The short-term goals of PREP were to achieve gains in academic and social skills, students' attitudes toward school, access to acceptable social roles, and family and peer relationships. Long-term goals were to achieve increased prosocial behavior and decreased problem behavior. A followup study conducted 4 years after program completion assessed both experimental and control students. The data collection instruments were the student Biographical Questionnaire, the Student General Questionnaire, the Socialization Scale, the Student Program Review Questionnaire, and the PREP Parental Inventory. Data analysis examined control and PREP followup subjects across variables that indicated the extent of their gains in social involvement with family and peer relationships and gains in incentives for prosocial behavior, as well as frequency of student interaction with institutional legal agencies. Data comparisons between experimental and control participants reveal no evidence of long-term maintenance of behavioral changes. Finally, implications of the data for evaluative research on therapeutic services provided to children at risk are examined. Three tables and 25 references are included. For an evaluation of the program's short-term effects, see NCJ 97246.