Safer D J, Heaton R C, Parker F C
J Abnorm Child Psychol. 1981 Dec;9(4):483-94. doi: 10.1007/BF00917797.
The 5-year annual and 4-year follow-up results of a collaborative community mental health center--junior high school program for disruptive students are presented. The program is a comprehensive, behavioral, in-school, regular education project characterized by a token economy, parent contracting, major subjects taught in the morning, small class enrollment, small group and individualized instruction, an early release from school contingency option and frequent parent-school communications. Annual controlled outcome results revealed that the program led to significant and consistent reductions in expulsions, suspensions, and grade failure, and variable, often significant, gains in attendance and achievement. Follow-up findings indicated that former program students in senior high school achieved a significantly higher entry rate, greater attendance, better classroom conduct, and a lower frequency of withdrawal from school.
本文展示了一个社区心理健康中心与初中合作开展的针对扰乱课堂学生项目的5年年度随访结果和4年随访结果。该项目是一个全面的、基于行为的校内正规教育项目，其特点包括代币经济、家长契约、上午教授主要科目、小班招生、小组和个性化教学、提前放学应急选项以及频繁的家校沟通。年度对照结果显示，该项目使开除、停学和成绩不及格情况显著且持续减少，出勤率和成绩也有不同程度的提高，且往往较为显著。随访结果表明，该项目的前学生在高中入学率显著更高、出勤率更高、课堂行为更好、退学频率更低。
