Impact of individualized education plans on academic success of youth with early onset schizophrenia.

Journal of evidence-informed social work Pub Date : 2018-09-01 Epub Date: 2018-06-28 DOI:10.1080/23761407.2018.1487356

Annahita Ball, Barbara Rittner, Ya-Ling Chen, Eugene Maguin

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引用次数: 2

Abstract

Purpose: Youth with early onset schizophrenia (EOS) are eligible for an individualized education plan (IEP) in school settings, yet often have declining academic performance over time. This study examines the impact of IEP and comorbid conditions on educational outcomes for youth with EOS.

Method: We used mixed models and logistic regression to answer the research questions using data from 129 youth with EOS who participated in a longitudinal study from 1998 to 2006.

Results: Not all children had an IEP in all waves. Of those that did, findings demonstrated that having an IEP did not improve absenteeism or academic performance. In addition, regardless of whether they had an IEP, rates of dropping out were equal.

Conclusions: Social workers should consider more individualized approaches to IEPs for youth with EOS to target the specific complexities of the disorder as well as its implications for school success.

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个体化教育计划对早发性精神分裂症青少年学业成功的影响。

目的:患有早发性精神分裂症(EOS)的青少年有资格在学校环境中接受个性化教育计划(IEP)，但随着时间的推移，他们的学习成绩往往会下降。本研究探讨了IEP和共病条件对青少年EOS教育成果的影响。方法:采用混合模型和logistic回归对1998 - 2006年129名青年EOS患者的数据进行分析。结果:并非所有患儿均有IEP。在那些做过的学生中，研究结果表明，IEP并没有改善缺勤或学习成绩。此外，不管他们是否有IEP，他们的退学率是相等的。结论:社会工作者应该考虑更个性化的方法来为青少年的情感障碍患者提供iep，以针对这种障碍的特定复杂性及其对学业成功的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of evidence-informed social work

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