This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of students’ negative behaviors and repeated involvement in the JJ system.
AngR.ChongW.HuanV.QuekC.YeoL. (2008). Teacher—Student Relationship Inventory: Testing for invariance across upper elementary and junior high samples. Journal of Psychoeducational Assessment, 26, 339–349.
2.
AtkinsT.BullisM.TodisB. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. Journal of Correctional Education, 56, 253–285.
3.
BaglivioM. T.EppsN.SwartzK.Sayedul HuqM.SheerA.HardtN. S. (2014). The prevalence of adverse childhood experiences (ACE) in the lives of juvenile offenders. Journal of Juvenile Justice, 3, 1–23.
4.
BlueD.CookJ. E. (2004). High school dropouts: Can we reverse the stagnation in school graduation?Study of High School Restructuring, 1(2), 1–11.
5.
BullisM.YovanoffP.MuellerG.HavelE. (2002). Life on the “outs”: Examination of the facility-to-community transition of incarcerated adolescents. Exceptional Children, 69, 7–22.
6.
ChristleC. A.JolivetteK.NelsonM. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28, 325–339.
7.
CoggshallJ.OsherD.ColombiG. (2013). Enhancing educators’ capacity to stop the school-to-prison pipeline. Family Court Review, 51, 435–444.
8.
EddyJ. M.WhaleyR. B.ChamberlainP. (2004). The prevention of violent behavior by chronic and serious male juvenile offenders: A 2-year follow-up of a randomized clinical trial. Journal of Emotional & Behavioral Disorders, 12, 2–8.
9.
FelittiV. J.AndaR. F.NordenbergD.WilliamsonD.SpitzA.EdwardsV.. . . MaksJ. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14, 245–258. doi:10.1016/S0749-3797(98)00017-8
10.
FredricksJ. A.BlumenfeldP. C.ParisA. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
11.
GagnonJ. C.BarberB. R. (2014). Instructional practice guide for teaching reading and mathematics in juvenile correctional schools. Journal of Correctional Education, 65(3), 5–23.
12.
GagnonJ. C.ReadN. W.GonsoulinS. (2015). Key considerations in providing a free appropriate public education for youth with disabilities in juvenile justice JJ facilities. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC).
13.
GreshamF. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46, 319–332. doi:10.1080/0305764X.2016.1195788
14.
Griller ClarkH.MathurS. R. (2015). Merging Two Worlds: A tier two model to promote transition of youth from residential settings to the community. Residential Treatment of Children & Youth, 32, 280–298. doi:10.1080/0886571X.2015.1113456
15.
Griller ClarkH.MathurS. R.BrockL.O’CummingsM.MilliganD. (2016). Transition Toolkit 3.0: Meeting the educational needs of youth exposed to the juvenile justice system. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/NDTAC-TransitionToolkit30FINAL.pdf
16.
Griller ClarkH.MathurS. R.HeldingB. (2011). Transition services for juvenile detainees with disabilities: Findings on recidivism. Education and Treatment of Children, 34, 511–529. doi:10.1353/etc.2011.0040
17.
HouchinsD. E.JolivetteK.KrezmienM. P.BaltodanoH. M. (2008). A multi-state study examining the impact of explicit reading instruction with incarcerated students. Journal of Correctional Education, 59, 65–85.
18.
JolivetteK.NelsonC. M. (2010). Adapting positive behavioral interventions and supports for secure juvenile justice settings: Improving facility-wide behavior. Behavioral Disorders, 36, 28–42.
19.
KohlS. (2016). Modeling behavior in the classroom. National Education Association Online. Retrieved from http://www.nea.org/tools/52062.htm
20.
MacciniP.GagnonJ. C.MulcahyC. A.LeoneP. E. (2006). Math instruction for committed youth within juvenile correctional schools. Journal of Correctional Education, 57, 210–229.
MathurS. R.Griller ClarkH. (2013). Prerelease planning and practices for youth with disabilities in juvenile detention. The Journal of Special Education Leadership, 26, 82–92.
23.
MathurS. R.Griller ClarkH. (2014). Community engagement for reentry success of youth from juvenile justice: Challenges and opportunities. Education and Treatment of Children, 37, 713–734.
24.
MoilanenK. L. (2007). The Adolescent Self-Regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835–848.
25.
Multisite Violence Prevention Project. (2004). The multisite violence prevention project: Background and overview. American Journal of Preventive Medicine, 26(1Suppl.), 3–11.
O’CummingsM.BardackS.GonsoulinS. (2010). Issue brief: The importance of literacy for youth involved in the juvenile justice system. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC). Retrieved from http://www.neglected-delinquent.org/nd/docs/literacy_brief_20100120.pdf
29.
OsherT.HuffB.ColombiG. D.AmelgaM. (2012). Facility toolkit for engaging families in their child’s education at a juvenile justice facility. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk. Available from http://www.neglected-delinquent.org
30.
QuinnM. M.RutherfordR. B.LeoneP. E.OsherD. M.PoirierJ. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71, 339–345.
31.
ReynoldsC. R.KamphausR. W. (2015). Behavior assessment system for children (3rd ed.). Oxford, UK: Pearson Education.
32.
ShippenM. E.MortonR. C.FlyntS. W.HouchinsD. E.SmithermanT. (2012). Efficacy of a computer-based program on acquisition of reading skills of incarcerated youth. Remedial and Special Education, 33, 14–22. doi:10.1177/0741932510362512
33.
SinclairJ.UnruhD. K.Griller ClarkH.WaintrupM. G. (2017). School personnel perceptions of youth with disabilities returning to high school from the juvenile justice system. Journal of Special Education, 51, 95-105. doi: 10.1177/0022466916676089
34.
SkibaR. J. (2013). Reaching a critical juncture for our kids: The need to reassess school-justice practices. Family Court Review, 51, 380–387.
U.S. Department of Education. (2016). Institute of Education Sciences, What Works Clearinghouse. Available from http://whatworks.ed.gov
37.
WeismanC. (2012). Giving credit where credit is due: Advancing the highly mobile student population toward high school graduation. Family Court Review, 50, 527–542. doi:10.1111/j.1744-1617.2012.01469.x
