ERIC Number: EJ1385529
Record Type: Journal
Publication Date: 2023-Aug
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: EISSN-2165-1442
Systematic Review of College and Career Readiness Interventions for Students with Emotional and Behavioral Disorders
Lee Kern; Samantha Kelly; Sarah A. Rosati; Samantha Shera; Matthew Fluharty; Rachel Gabrilowitz; Devon Carter; Christopher T. H. Liang; Jennifer Freeman
Career Development and Transition for Exceptional Individuals, v46 n3 p155-168 Aug 2023
U.S. federal policy recommends college and career readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described.
Descriptors: College Readiness, Career Readiness, Emotional Disturbances, Behavior Disorders, Students with Disabilities, Secondary School Students, Intervention, At Risk Students, Transitional Programs, High School Students
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A200097