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Environment of Human Behavior. Stanford, CA: Stanford University Press

This document provides references for a paper on the effects of cognitive-behavioral interventions on dropout rates among youth with disabilities. It contains over 50 references in APA style citing research on topics like aggression replacement training, self-management strategies, social skills development, and anger management programs that have been used to help at-risk youth stay in school.

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0% found this document useful (0 votes)
54 views6 pages

Environment of Human Behavior. Stanford, CA: Stanford University Press

This document provides references for a paper on the effects of cognitive-behavioral interventions on dropout rates among youth with disabilities. It contains over 50 references in APA style citing research on topics like aggression replacement training, self-management strategies, social skills development, and anger management programs that have been used to help at-risk youth stay in school.

Uploaded by

annamLatchumi
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities - 33

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Johnson, D. R., & Thurlow, M. L. (2004). Topical Report: A National Study on Graduation Requirements and Diploma Options for Youth with Disabilities. Minneapolis: National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota. Kashani, J. H., Jones, M. R., Bumby, K. M., & Thomas, L. A. (1999). Youth violence: Psychosocial, risk factors, treatment, prevention, and recommendations. Journal of Emotional and Behavioral Disorders, 7. 200-210. Kaufman, P., Alt, M. N., & Chapman, C. (2004). Dropout rates in the United States: 2001 (NCES 2005-046). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Kendall, P. C. (1993). Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments. Journal of Consulting and Clinical Psychology, 61. 235247. Kendall, P. C., & Panichelli-Mindel, S. M., (1995). Cognitive-behavioral treatments. Journal of Abnormal Psychology, 23. 107-124. Knapczyk, D. R. (1988). Reducing aggressive behaviors in special and regular class settings by training alternative social responses. Behavioral Disorders, 14, 27-39. Knapczyk, D. R. (1992). Effects of developing alternative responses on the aggressive behavior of adolescents. Behavioral Disorders, 17, 247-263. Kortering, L. J., Braziel, P. M, & Tompkins, J. R. (2002). The challenge of school completion among youghs with behavioral disorders: Another side of the story. Behavioral Disorders, 27. 142-154.

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Lancioni, G. E., & OReilly, M. F. (2001). Self-management of instruction cues for occupation: Review of studies with people with severe and profound developmental disabilities. Research in Developmental Disabilities, 22. 41-65. Larson, K. A., & Gerber, M. M. (1987). Effects of social metacognitive training for enhancing overt behavior in learning disabled and low achieving delinquents. Exceptional Children, 54. 201-211. LeCroy, C. W. (1988). Anger management or anger expression: Which is most effective? Residential Treatment for Children & Youth, 5. 29-39. Lewin, K. (1936). Principles of topological psychology. New York: McGraw-Hill. Lochman, J. E., Nelson, W. M., & Sims, J. (1981). A cognitive-behavioral program for use with aggressive children. Journal of Clinical Child Psychology, 10. 146-148. Martin, E. J., Tobin, T. J., & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1). Martin, G. L., & Hrydowy, E. R. (1989). Self-monitoring and self-managed reinforcement procedures for improving work productivity of developmentally disabled workers. Behavior Modification, 13. 322-329. McPartland, J., & Jordan, W. (2002). Essential Components of High School Dropout Prevention Reforms. Baltimore, MD: Johns Hopkins University Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum Press. Moos, R. H. (1976). The human context: Environmental determinants of behavior. New York: Wiley.

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Nettles, S. M., Mucherah, W., & Jones, D. S. (2000). Understanding resilience: The role of social resources. Journal of Education for Students Placed at Risk, 5. 47-60. Ninness, H. A. C., Fuerst, J., & Rutherford, R. (1995). A descriptive analysis of disruptive behavior during pre- and post-unsupervised self-management by students with serious emotional disturbance: A within-study replication. Journal of Emotional & Behavioral Disorders, 3. 230-240. Novaco, R. W. (1978). Anger and coping with stress. In J. Forety & D. Rathjen (Eds.). Cognitive behavior therapy: Therapy, research, and practice. New York: Plenum Press. Presley, J. & Hughes, C. (2000). Peers as teachers of anger management to high school students with behavioral disorders. Behavioral Disorders, 25. 114-130. Robin, A. L., & Foster, S. (1989). Negotiating parent-adolescent conflict. New York: Guilford Press. Robinson, T. R., Smith, S. W., & Miller, M. D. (2002). Effect of a cognitive-behavioral intervention on responses to anger by middle school students with chronic behavior problems. Behavioral Disorders, 27, 256-271. Robinson, T. R., Smith, S. W., Miller, M. D., & Brownell, M. T. (1999). Cognitive behavior modification of hyperactivity impulsivity and aggression: A meta-analysis of schoolbased studies. Journal of Educational Psychology, 91. 195-203. Seidel, J. F., & Vaughn, S. (1991). Social alienation and the learning disabled school dropout. Learning Disabilities Research & Practice, 6. 152-157. Sinclair, M. F., Christensen, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of sustained school engagement procedure. Exceptional Children, 65. 7-20.

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Smith, S. W. (1992). Effects of a Metacognitive Strategy on Aggressive Acts and Anger Behavior of Elementary and Secondary-Aged Students. Florida Educational Research & Development Council Bulletin, 24, 2-56. Spekman, N. J., Herman, K. L., & Vogel, S. A. (1993). Risk and resilience in individuals with learning disabilities: A challenge to the field. Learning Disabilities Research & Practice, 8. 59-65. Wachs, T. (1987). Developmental perspective on designing for development. In C. Weinstein & T. David (Eds.). Spaces for Children, (pp. 291-307). New York: Plenum Press. Walker, H. M., Todis, B., Holmes, D., & Horton, G. (1988). The Walker social skills curriculum. Austin, TX: Pro-Ed. Whitaker, S. (1993). The reduction of aggression in people with learning difficulties: A review of psychological methods. British Journal of Clinical Psychology, 32.1-37. Wicker, A. (1979). Introduction to ecological psychology. Pacific Grove, CA: Brooks/Cole.

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