This systematic review sought to understand the individual characteristics of incarcerated
youth within the major risk factor domains identified by the US Office of Juvenile Justice and …

There has historically been much less research on the literacy skills of adolescents with
emotional and behavioral disorders (EBD) compared to the amount of intervention research …

The majority of youths involved with the juvenile justice system struggle to make academic
progress. This article reviews the characteristics of youths in these settings and highlights …

School-wide positive behavior interventions and supports (SW-PBIS) is a framework for
creating safe and effective learning environments and cultivating a positive educational …

Despite the prevalence of Positive Behavioral Interventions and Supports (PBIS) for
addressing student behavior in public schools, little information exists on the extent and …

Youth who are incarcerated in secure detention and commitment settings display a complex
array of educational, behavioral, and mental health issues that affect the services they …

All incarcerated juveniles have to receive correctional education, but little is known about
how these school experiences influence reentry. With longitudinal data of 569 incarcerated …

Young people with learning disabilities, and in particular those of color, are significantly
more at risk for having school difficulties, delinquency, and incarceration. The National …

As the reading difficulties experienced by students with emotional-behavioral disorders
(EBD) receive more attention, the corresponding call for evidence-based practices has …

Youth involved in child‐serving systems of care (eg, child welfare and juvenile justice) often
exhibit specific academic performance problems. The magnitude of academic risk among …