A behavioral program for disruptive junior high school students: Results and follow-up

Daniel J. Safer, Ronald C. Reaton, Frank C. Parker

Research output: Contribution to journalArticle


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.

Original languageEnglish (US)
Pages (from-to)483-494
Number of pages12
JournalJournal of Abnormal Child Psychology
Issue number4
StatePublished - Dec 1981

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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