NCJ Number
121446
Journal
Remedial and Special Education Volume: 10 Issue: 5 Dated: (September/October 1989) Pages: 32-42
Date Published
1989
Length
11 pages
Annotation
A study of difficult-to-teach, low income minority pupils examined the efficacy of task-related and interpersonal problem-solving training for enhancing junior high school performance.
Abstract
Forty-eight sixth grade students targeted as high-risk for secondary failure were studied in a comparison of no intervention (n = 24) and intervention (n = 24) groups. Report card grades were significantly improved and classroom misbehavior reduced in the group with training. Attendance in school was improved in the intervention group but not significantly. The implications for instructional needs of high-risk students and referral to special education are discussed. 4 tables, 40 references. (Author abstract modified)