Cognitive-behavioral interventions, dropout, and youth with disabilities: A systematic review

Brian Cobb, Pat L. Sample, Morgen Alwell, Nikole R. Johns

    Research output: Contribution to journalReview articlepeer-review

    Abstract

    The relationship between cognitive-behavioral interventions and therapies on the one hand and school dropout outcomes and violent verbal or physical aggression on the other hand for secondary-age youth with disabilities was explored in a systematic review. A total of 16 studies intervening with 791 youth with behavioral disorders, attention-deficit/hyperactivity disorder, and learning disabilities were reviewed. The findings of this review strongly support the efficacy of the use of cognitive-behavioral interventions across educational environments, disability types, age groups, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested, as well as directions to the reader to locate more detailed descriptions of how these interventions might be implemented in their secondary education environments.

    Original languageEnglish
    Pages (from-to)259-275
    Number of pages17
    JournalRemedial and Special Education
    Volume27
    Issue number5
    DOIs
    StatePublished - 2006

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