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Dr. Gagnon’s research focuses on ensuring youth at the greatest risk for educational, behavioral, and social failure are provided the supports necessary for long-term success in school and society. He addresses the needs of youth with emotional disturbance and learning disabilities, particularly those who are incarcerated or in day treatment/residential education and treatment settings. Topical areas of his research include: (a) school-level policies (e.g., curriculum, assessment, and accountability); (b) mathematics and reading instruction; and (c) mental health and behavioral supports. To date, Dr. Gagnon has received over 2.5 million US dollars in funding to support his research.<br />Dr. Gagnon also provides service to the field and works as an advocate for marginalized youth. He has served as Court Monitor and/or Special Education expert on 29 lawsuits, including seven for the U. S. Department of Justice, Office of Civil Rights. He has also presented and conducted training sessions across the U.S., Finland, and in 15 countries including Thailand, Egypt, China, Venezuela, South Africa, Turkey, and Azerbaijan.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://asu.academia.edu/SarupRMathur"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://asu.academia.edu/SarupRMathur">Sarup R. 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data-toggle="tooltip" href="/JosephBrojomohunGagnon/CurriculumVitae"><button class="ds2-5-text-link ds2-5-text-link--small" style="font-size: 20px; letter-spacing: 0.8px"><span class="ds2-5-text-link__content">CV</span></button></li><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Joseph C A L V I N Gagnon</h3></div><div class="js-work-strip profile--work_container" data-work-id="115489744"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility"><img alt="Research paper thumbnail of Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility" class="work-thumbnail" src="https://attachments.academia-assets.com/121316015/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility">Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility</a></div><div class="wp-workCard_item"><span>Journal of Emotional and Behavioral Disorders</span><span>, 2025</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To address instructional challenges and poor academic outcomes of youth in juvenile correctional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher-student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d5ab66e8810c80b0188b5ba7496387b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":121316015,"asset_id":115489744,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/121316015/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115489744"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115489744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115489744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115489744]").text(description); $(".js-view-count[data-work-id=115489744]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115489744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115489744']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d5ab66e8810c80b0188b5ba7496387b" } } $('.js-work-strip[data-work-id=115489744]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115489744,"title":"Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility","internal_url":"https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":121316015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/121316015/thumbnails/1.jpg","file_name":"gagnon_et_al_2025_teacher_instructional_approaches.pdf","download_url":"https://www.academia.edu/attachments/121316015/download_file","bulk_download_file_name":"Teacher_Instructional_Approaches_and_Stu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/121316015/gagnon_et_al_2025_teacher_instructional_approaches-libre.pdf?1739371734=\u0026response-content-disposition=attachment%3B+filename%3DTeacher_Instructional_Approaches_and_Stu.pdf\u0026Expires=1740155070\u0026Signature=LvtNFSjMy1MFWWXG-q4nGbDqhm3SeEnsKt4yIQSAexukgWKZ-6BDK~mwvsle4yoic4askHaXB5V9bk03HPeZVLIt1TvZ0TfQWRefc6pCH7wX0BYl~kXkUD0kBoi3JMLJ9aEOE9RutH8utLmAUjIBPbOw30MczvZelYbWnLYjD-QlsyYZghAgD-2eyParA3k4RV47XPbbCEhcfHPC62ua0Kp81-RDTIfxlKxSWhAFf~7doGvD~dkggkxAmw1DX7dzpt7xnx0x~F6fTdw~r9~wuj6PLgJya-YPVwDSBQJrCKDRNw4qcae-iv62I-KDNzs8wr5OAjPiQckMUkS9G6aM~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114846062"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders"><img alt="Research paper thumbnail of Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders" class="work-thumbnail" src="https://attachments.academia-assets.com/117197487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders">Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BrittanyLabelle3">Brittany Labelle</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DianaJoyceBeaulieu">Diana Joyce-Beaulieu</a></span></div><div class="wp-workCard_item"><span>Behavioral Disorders</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second V...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a  comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13–17 years that were<br />adjudicated delinquent from a Southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have mental illnesses on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth that have mental<br />disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth that have mental disorder. Additional results and implications for research and practice are provided.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c57b73291c4258b86b2c2a024b8feb29" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117197487,"asset_id":114846062,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117197487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114846062"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114846062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114846062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114846062]").text(description); $(".js-view-count[data-work-id=114846062]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114846062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114846062']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c57b73291c4258b86b2c2a024b8feb29" } } $('.js-work-strip[data-work-id=114846062]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114846062,"title":"Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders","internal_url":"https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":117197487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117197487/thumbnails/1.jpg","file_name":"LaBelle_Gagnon_et_al_2024.pdf","download_url":"https://www.academia.edu/attachments/117197487/download_file","bulk_download_file_name":"Evaluating_the_Clinical_Utility_of_the_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117197487/LaBelle_Gagnon_et_al_2024-libre.pdf?1722718445=\u0026response-content-disposition=attachment%3B+filename%3DEvaluating_the_Clinical_Utility_of_the_M.pdf\u0026Expires=1740155070\u0026Signature=SIK8y6OWGFpCTKK9QwrIvrihA0KKhtl43PdeZyyGxMY92z5upXmKJIqYMw34bFKL6liR9fZ8V-h77HxFr5GkW3EKLwI3rOo8V8cGJGE64iux0-dypCufi5H9hOEsEpUshN4cDkhfrK28N84t-gQLPlSuvO2wdiGLYCkpzYcpitaZ5vt0KggmdXj5B2L-q-rRR1eDa-59rn8f07DVP39cz9n7Et~QrrG0cVIRubTH82loIIntXe-4kBzWpPxA7hamVIm~Dgvw4yl8xKYIpZMm~BXA36PDLJOhl702pMXR5tEfUcbcct742svuHLKtvrySlrrfz8tD2WLIM5YtziifjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114535327"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114535327/A_Research_Based_Literacy_Instruction_MTSS_for_Juvenile_Correctional_Facilities"><img alt="Research paper thumbnail of A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities" class="work-thumbnail" src="https://attachments.academia-assets.com/113414639/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114535327/A_Research_Based_Literacy_Instruction_MTSS_for_Juvenile_Correctional_Facilities">A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities</a></div><div class="wp-workCard_item"><span>Behavioral Disorders</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in longterm JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 youth, we identified three distinct Classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="151554d83f8a7ecba81f5ffb424e39b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113414639,"asset_id":114535327,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113414639/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114535327"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114535327"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114535327; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101502100"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101502100/Teacher_education_in_Finland_Progress_on_preparing_teachers_for_inclusion_of_students_with_learning_and_behavioral_difficulties"><img alt="Research paper thumbnail of Teacher education in Finland: Progress on preparing teachers for inclusion of students with learning and behavioral difficulties" class="work-thumbnail" src="https://attachments.academia-assets.com/103727133/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101502100/Teacher_education_in_Finland_Progress_on_preparing_teachers_for_inclusion_of_students_with_learning_and_behavioral_difficulties">Teacher education in Finland: Progress on preparing teachers for inclusion of students with learning and behavioral difficulties</a></div><div class="wp-workCard_item"><span>Formação de Professores ao redor do mundo: Desafios e oportunidades (Teacher education around the world: Challenges and opportunities)</span><span>, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebc3e72748697c20057be457aa3f1599" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103727133,"asset_id":101502100,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103727133/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101502100"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101502100"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101502100; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97924320"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97924320/Education_and_rehabilitation_of_incarcerated_youth_during_COVID_19_Views_of_state_level_administrators"><img alt="Research paper thumbnail of Education and rehabilitation of incarcerated youth during COVID-19: Views of state level administrators" class="work-thumbnail" src="https://attachments.academia-assets.com/99415478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97924320/Education_and_rehabilitation_of_incarcerated_youth_during_COVID_19_Views_of_state_level_administrators">Education and rehabilitation of incarcerated youth during COVID-19: Views of state level administrators</a></div><div class="wp-workCard_item"><span>Journal of Correctional Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study addresses the complexities of providing education and rehabilitation to incarce...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study addresses the complexities of providing education and rehabilitation to incarcerated youth during the COVID-19 crisis. A total of three state-level administrators, one supervisor for juvenile residential services health care, and one medical director of state detention centers from three states completed a survey focusing on the key domains of education, physical safety, mental health support, social support, support for physical health, and information sharing. With each domain, respondents were queried on the adequacy and basis of policies, as well as monitoring of compliance with policies and barriers to compliance. The state officials then each participated in two 45-minute interviews. Results indicate that the survey respondents found policies to be adequate across domains. Interview findings yielded across-state themes of learned capability and collaboration and/or cooperation. Additional results, as well as implications for research and practices, are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eb3db87074264149a6e7418174087fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99415478,"asset_id":97924320,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99415478/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97924320"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97924320"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97924320; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90530972"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90530972/From_the_Inside_Out_A_Life_Story_Narrative_of_One_Young_Mans_Experience_Postapartheid_Postprison"><img alt="Research paper thumbnail of From the Inside Out: A Life Story Narrative of One Young Man's Experience Postapartheid, Postprison" class="work-thumbnail" src="https://attachments.academia-assets.com/111856417/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90530972/From_the_Inside_Out_A_Life_Story_Narrative_of_One_Young_Mans_Experience_Postapartheid_Postprison">From the Inside Out: A Life Story Narrative of One Young Man's Experience Postapartheid, Postprison</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DAnnetteMullen">D'Annette Mullen</a></span></div><div class="wp-workCard_item"><span>The Humanistic Psychologist</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite the supposed rehabilitative function of incarceration, individuals who spend time in pris...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite the supposed rehabilitative function of incarceration, individuals who spend time in prison are often viewed narrowly as ex-offenders. However, framed contextually, their stories can illuminate factors with far-reaching implications. The purpose of this critical narrative inquiry was to provide a shared ﬁrst-person account of a Black man living in postapartheid South Africa. His told experience included stunted maturation because of early incarceration and overcoming stigmatization upon reentry into his community. Interconnected social systems including<br />education, employment, and community infrastructure affect quality of life for generations. His story sheds light on structural and individual barriers and the resilience needed to navigate them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="92d2dd7a384a9bb3cc4bb002695b341e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111856417,"asset_id":90530972,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111856417/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90530972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90530972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90530972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=90530972]").text(description); $(".js-view-count[data-work-id=90530972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 90530972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='90530972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="79049141"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review"><img alt="Research paper thumbnail of Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review" class="work-thumbnail" src="https://attachments.academia-assets.com/89210789/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review">Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review</a></div><div class="wp-workCard_item"><span>American Journal of Orthopsychiatry</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Access to high-quality curriculum and instruction is essential for all youth incarcerated in juve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Access to high-quality curriculum and instruction is essential for all youth incarcerated in juvenile corrections facilities. In a landmark 2014 collaboration between the U.S. Departments of Education and Justice Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings were established. Principle independent variable (IV) identified the importance of access to rigorous and relevant curricula and evidence-based instruction that promotes college-and career-readiness. To explore research progress since publication of the Guiding Principles, a systematic review of research was conducted. The review identified eight peer-reviewed studies relevant to curriculum and instruction published since 2014. Employing a variety of research designs, the studies focused on literacy (n = 5) and instruction (n = 3). Quality indicators, based on modified forms of Mulcahy et al. (2016) single case design, Gersten et al. (2005) group design, and Miles et al. (2019) qualitative standards, were used to evaluate the studies. Results revealed a lack of replicable information pertinent to participants and intervention, as well as a lack of fidelity. Of grave concern is that only four of the participants included across all studies were female. Research that adheres to quality indicators, is described with replicable precision, and is representative of females is needed. Public Policy Relevance Statement Little scientific research exists on curriculum and instruction in juvenile justice education. This systematic review documents the lack of rigorous, peer-reviewed research on which to build sound policy in the education of incarcerated youth and highlights the need to develop an evidence base to determine what works for youth, especially those with learning and other educational disabilities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="795ee396fba27dd84665aef179623318" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89210789,"asset_id":79049141,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89210789/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="79049141"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="79049141"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79049141; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79049141]").text(description); $(".js-view-count[data-work-id=79049141]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79049141; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='79049141']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "795ee396fba27dd84665aef179623318" } } $('.js-work-strip[data-work-id=79049141]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":79049141,"title":"Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review","internal_url":"https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":89210789,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/89210789/thumbnails/1.jpg","file_name":"Hunter_Griller_Clark_Mason_Williams_Gagnon_2022_.pdf","download_url":"https://www.academia.edu/attachments/89210789/download_file","bulk_download_file_name":"Curriculum_Instruction_and_Promoting_Col.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/89210789/Hunter_Griller_Clark_Mason_Williams_Gagnon_2022_-libre.pdf?1659454887=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_Instruction_and_Promoting_Col.pdf\u0026Expires=1740155070\u0026Signature=FGmSueZ6V7iNbrGxZSTjzOVKEhFaeLzjcF2tpA8pRXBnsbrlpt5koUugaeZUgyXSynlaHtboFknj2BCGRBiZOVXmGhTXJjZSdDkSTkGg9CDkCC1TUyYuZdXbb41O5BAciOYZeI7ixL86o~nsHH6R9SjCh0NoFKg8W3DAau-pzboUx2qHpokQ8MG8nImI~T0G76cUcD8cdVWnSAR-YNOOjd0lKrEvyo4iPbCChAFSlRt5SXHEJaZBThFTE-0QTxgrQ8aheAQa9d3zrJs7AUrRIThwpFZ9AOw2fRDjBJCSpjKhS5uop8gjtZS9f9qu-xz4tx2xr-hy~a0ivsTNlmKlKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75875842"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75875842/Mathematics_Interventions_for_Students_with_Learning_Disabilities_LD_in_Secondary_School_A_Review_of_the_Literature"><img alt="Research paper thumbnail of Mathematics Interventions for Students with Learning Disabilities (LD) in Secondary School: A Review of the Literature" class="work-thumbnail" src="https://attachments.academia-assets.com/83537878/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75875842/Mathematics_Interventions_for_Students_with_Learning_Disabilities_LD_in_Secondary_School_A_Review_of_the_Literature">Mathematics Interventions for Students with Learning Disabilities (LD) in Secondary School: A Review of the Literature</a></div><div class="wp-workCard_item"><span>Learning Disabilities: A Contemporary Journal</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (200...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students with LD. The findings are presented in terms of three main instructional approaches for improving the mathematics achievement of these students: (a) cognitive and metacognitive strategies for solving word problems; (b) use of representations to increase conceptual knowledge and problem-solving skills; and (c) Enhanced Anchored Instruction. Results include evidence of the efficacy of Enhanced Anchored Instruction and Solve It! We discuss additional results, implications for improving classroom practice and professional development, and recommendations for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02c682df21fc38194f81855cc4c1c255" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83537878,"asset_id":75875842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83537878/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875842; 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Research Brief. Issue 3" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75875841/Making_the_Right_Turn_A_Research_Update_on_Improving_Transition_Outcomes_among_Youth_Involved_in_the_Juvenile_Corrections_System_Research_Brief_Issue_3">Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875841"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875841"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875841; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75875841]").text(description); $(".js-view-count[data-work-id=75875841]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75875841; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75875841']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75875841]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75875841,"title":"Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3","internal_url":"https://www.academia.edu/75875841/Making_the_Right_Turn_A_Research_Update_on_Improving_Transition_Outcomes_among_Youth_Involved_in_the_Juvenile_Corrections_System_Research_Brief_Issue_3","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75875840"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75875840/_As_real_as_it_gets_A_Grounded_Theory_Study_of_a_Reading_Intervention_in_a_Juvenile_Correctional_School"><img alt="Research paper thumbnail of “As real as it gets”: A Grounded Theory Study of a Reading Intervention in a Juvenile Correctional School" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75875840/_As_real_as_it_gets_A_Grounded_Theory_Study_of_a_Reading_Intervention_in_a_Juvenile_Correctional_School">“As real as it gets”: A Grounded Theory Study of a Reading Intervention in a Juvenile Correctional School</a></div><div class="wp-workCard_item"><span>Child & Youth Care Forum</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">BackgroundThe well-documented statistics regarding the academic struggles of incarcerated youth a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">BackgroundThe well-documented statistics regarding the academic struggles of incarcerated youth are disconcerting, and efforts to improve reading performance among this population are greatly needed. There is a dearth of research that provides rich and detailed accounts of reading intervention implementation in the juvenile corrections setting.ObjectiveThe present study attempted to address this gap in the research base by developing a grounded theory of literacy intervention implementation in one juvenile correctional school.MethodsQualitative methods were used for data collection (i.e., individual and focus group interviews) and analysis (i.e., grounded theory). Study participants included representatives from all facets of the facility, including education (both students and adults), security, and administration, to allow for a comprehensive examination of the context.ResultsThe context affected the faculty, staff, and students in different ways and influenced the commitment to and implementation of the intervention. Additionally, teachers’ experience and background seemed to influence their perception of the program. Individual student characteristics affected their motivation for participation.ConclusionsThere were many contextual factors, some that contributed to the success of the intervention, and others that impeded its success. It is important that interventions being considered for implementation in challenging or atypical settings account for the contextual variables that can affect outcomes. In the current study, influential factors identified were related to the physical environment, leadership, teachers, security personnel, and the students’ backgrounds.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875840"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="75875649"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75875649/State_Level_Curricular_Assessment_and_Accountability_Policies_Practices_and_Philosophies_for_Exclusionary_School_Settings"><img alt="Research paper thumbnail of State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings" class="work-thumbnail" src="https://attachments.academia-assets.com/83530285/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75875649/State_Level_Curricular_Assessment_and_Accountability_Policies_Practices_and_Philosophies_for_Exclusionary_School_Settings">State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings</a></div><div class="wp-workCard_item"><span>The Journal of Special Education</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of the current study was to obtain a more comprehensive understanding of state-level ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of the current study was to obtain a more comprehensive understanding of state-level policies and practices concerning youth with disabilities in secondary day treatment and residential (DTR) schools, as well as juvenile correctional (JC) schools for committed youth. A survey of state directors of special education or their designees focused on curricula, assessment, and accountability in these school settings. State-level administrators from 49 states and the District of Columbia responded to mail and online surveys. They reported that approximately one third of DTR schools and half of JC schools used state or district curricula. Moreover, although most respondents noted that students should participate in state assessments, only one third noted that DTR or JC schools were supervised to a great extent to ensure the alignment of curricula and assessments. Implications for policy and practice and suggestions for future research are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1758f79f7f11c9960fa7acbd925abbe9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83530285,"asset_id":75875649,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83530285/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875649"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875649"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875649; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75523700"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75523700/Interventions_Addressing_Incarcerated_Youth_Behavior_A_Review_of_Literature"><img alt="Research paper thumbnail of Interventions Addressing Incarcerated Youth Behavior: A Review of Literature" class="work-thumbnail" src="https://attachments.academia-assets.com/89210767/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75523700/Interventions_Addressing_Incarcerated_Youth_Behavior_A_Review_of_Literature">Interventions Addressing Incarcerated Youth Behavior: A Review of Literature</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asu.academia.edu/SarupRMathur">Sarup R. Mathur</a></span></div><div class="wp-workCard_item"><span>American Journal of Orthopsychiatry</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many youth who are incarcerated have serious behavioral problems that negatively affect their abi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many youth who are incarcerated have serious behavioral problems that negatively affect their ability to beneﬁt from educational services. In the Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings published at the end of 2014, the U.S. Departments of Justice and Education address this issue in Principle 1, which asserts the importance of ensuring the safety and well-being of youth who are incarcerated. To address the research progress since publication of the Guiding Principles, ProQuest and Ebsco were systematically searched and a hand search was conducted. Ten intervention studies were identiﬁed that addressed youth behavior. The studies primarily employed a single subject research design and focused on increasing youth compliance and/or decreasing disruptive behaviors. Reviewed studies provide support for providing clear behavioral expectations and reminders, praise, and reinforcement, as well as cognitive-behavioral interventions. However,<br />methodological limitations, including the lack of treatment integrity in nine of the studies, limit conclusions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac78a0a7ef799fa3ed9ce9c68cecb9f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89210767,"asset_id":75523700,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89210767/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75523700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75523700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75523700; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75216684"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75216684/Making_the_right_turn_A_research_update_on_prevention_and_diversion_for_justice_involved_youth"><img alt="Research paper thumbnail of Making the right turn: A research update on prevention and diversion for justice-involved youth" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75216684/Making_the_right_turn_A_research_update_on_prevention_and_diversion_for_justice_involved_youth">Making the right turn: A research update on prevention and diversion for justice-involved youth</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This Research Brief provides an updated synthesize of current research on effective and promising...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This Research Brief provides an updated synthesize of current research on effective and promising approaches to the prevention of delinquency and youth diversion from the juvenile justice system. The move away from incarcerating youth to more community-based rehabilitative models requires the funding and implementation of research-based approaches to delinquency prevention and diversion. Prevention is defined in a number of ways, and prevention interventions are designed to address a number of variables. This Research Brief focuses on developmental prevention programs, defined as, “community-based programs designed to prevent antisocial behavior, targeted on children and adolescents, and aiming to change individual, family, or school risk factors.” Diversion may involve diverting youth prior to formal charges after initial contact with the police or following a formal charge. The goal of diversion programs is to reduce the likelihood that a youth will recidivate. 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</script> <div class="js-work-strip profile--work_container" data-work-id="75216683"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75216683/Key_considerations_in_providing_a_free_and_appropriate_public_education_for_youth_with_disabilities_in_juvenile_secure_care_facilities"><img alt="Research paper thumbnail of Key considerations in providing a free and appropriate public education for youth with disabilities in juvenile secure care facilities" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75216683/Key_considerations_in_providing_a_free_and_appropriate_public_education_for_youth_with_disabilities_in_juvenile_secure_care_facilities">Key considerations in providing a free and appropriate public education for youth with disabilities in juvenile secure care facilities</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75216683"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75216683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75216683; 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75216682"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75216682/Creating_and_Sustaining_Safe_Environments_in_Juvenile_Corrections"><img alt="Research paper thumbnail of Creating and Sustaining Safe Environments in Juvenile Corrections" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75216682/Creating_and_Sustaining_Safe_Environments_in_Juvenile_Corrections">Creating and Sustaining Safe Environments in Juvenile Corrections</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75216682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75216682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75216682; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75216682]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75216682,"title":"Creating and Sustaining Safe Environments in Juvenile Corrections","internal_url":"https://www.academia.edu/75216682/Creating_and_Sustaining_Safe_Environments_in_Juvenile_Corrections","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2373865" id="papers"><div class="js-work-strip profile--work_container" data-work-id="115489744"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility"><img alt="Research paper thumbnail of Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility" class="work-thumbnail" src="https://attachments.academia-assets.com/121316015/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility">Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility</a></div><div class="wp-workCard_item"><span>Journal of Emotional and Behavioral Disorders</span><span>, 2025</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To address instructional challenges and poor academic outcomes of youth in juvenile correctional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher-student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d5ab66e8810c80b0188b5ba7496387b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":121316015,"asset_id":115489744,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/121316015/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115489744"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115489744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115489744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115489744]").text(description); $(".js-view-count[data-work-id=115489744]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115489744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115489744']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d5ab66e8810c80b0188b5ba7496387b" } } $('.js-work-strip[data-work-id=115489744]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115489744,"title":"Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility","internal_url":"https://www.academia.edu/115489744/Teacher_Instructional_Approaches_and_Student_Engagement_and_Behavioral_Responses_During_Literacy_Instruction_in_a_Juvenile_Correctional_Facility","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":121316015,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/121316015/thumbnails/1.jpg","file_name":"gagnon_et_al_2025_teacher_instructional_approaches.pdf","download_url":"https://www.academia.edu/attachments/121316015/download_file","bulk_download_file_name":"Teacher_Instructional_Approaches_and_Stu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/121316015/gagnon_et_al_2025_teacher_instructional_approaches-libre.pdf?1739371734=\u0026response-content-disposition=attachment%3B+filename%3DTeacher_Instructional_Approaches_and_Stu.pdf\u0026Expires=1740155070\u0026Signature=LvtNFSjMy1MFWWXG-q4nGbDqhm3SeEnsKt4yIQSAexukgWKZ-6BDK~mwvsle4yoic4askHaXB5V9bk03HPeZVLIt1TvZ0TfQWRefc6pCH7wX0BYl~kXkUD0kBoi3JMLJ9aEOE9RutH8utLmAUjIBPbOw30MczvZelYbWnLYjD-QlsyYZghAgD-2eyParA3k4RV47XPbbCEhcfHPC62ua0Kp81-RDTIfxlKxSWhAFf~7doGvD~dkggkxAmw1DX7dzpt7xnx0x~F6fTdw~r9~wuj6PLgJya-YPVwDSBQJrCKDRNw4qcae-iv62I-KDNzs8wr5OAjPiQckMUkS9G6aM~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114846062"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders"><img alt="Research paper thumbnail of Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders" class="work-thumbnail" src="https://attachments.academia-assets.com/117197487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders">Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/BrittanyLabelle3">Brittany Labelle</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DianaJoyceBeaulieu">Diana Joyce-Beaulieu</a></span></div><div class="wp-workCard_item"><span>Behavioral Disorders</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second V...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a  comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13–17 years that were<br />adjudicated delinquent from a Southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have mental illnesses on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth that have mental<br />disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth that have mental disorder. Additional results and implications for research and practice are provided.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c57b73291c4258b86b2c2a024b8feb29" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117197487,"asset_id":114846062,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117197487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114846062"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114846062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114846062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114846062]").text(description); $(".js-view-count[data-work-id=114846062]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114846062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114846062']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c57b73291c4258b86b2c2a024b8feb29" } } $('.js-work-strip[data-work-id=114846062]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114846062,"title":"Evaluating the Clinical Utility of the MAYSI-2 Among African American Male Juvenile Offenders","internal_url":"https://www.academia.edu/114846062/Evaluating_the_Clinical_Utility_of_the_MAYSI_2_Among_African_American_Male_Juvenile_Offenders","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":117197487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117197487/thumbnails/1.jpg","file_name":"LaBelle_Gagnon_et_al_2024.pdf","download_url":"https://www.academia.edu/attachments/117197487/download_file","bulk_download_file_name":"Evaluating_the_Clinical_Utility_of_the_M.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117197487/LaBelle_Gagnon_et_al_2024-libre.pdf?1722718445=\u0026response-content-disposition=attachment%3B+filename%3DEvaluating_the_Clinical_Utility_of_the_M.pdf\u0026Expires=1740155070\u0026Signature=SIK8y6OWGFpCTKK9QwrIvrihA0KKhtl43PdeZyyGxMY92z5upXmKJIqYMw34bFKL6liR9fZ8V-h77HxFr5GkW3EKLwI3rOo8V8cGJGE64iux0-dypCufi5H9hOEsEpUshN4cDkhfrK28N84t-gQLPlSuvO2wdiGLYCkpzYcpitaZ5vt0KggmdXj5B2L-q-rRR1eDa-59rn8f07DVP39cz9n7Et~QrrG0cVIRubTH82loIIntXe-4kBzWpPxA7hamVIm~Dgvw4yl8xKYIpZMm~BXA36PDLJOhl702pMXR5tEfUcbcct742svuHLKtvrySlrrfz8tD2WLIM5YtziifjA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114535327"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114535327/A_Research_Based_Literacy_Instruction_MTSS_for_Juvenile_Correctional_Facilities"><img alt="Research paper thumbnail of A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities" class="work-thumbnail" src="https://attachments.academia-assets.com/113414639/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114535327/A_Research_Based_Literacy_Instruction_MTSS_for_Juvenile_Correctional_Facilities">A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities</a></div><div class="wp-workCard_item"><span>Behavioral Disorders</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in longterm JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 youth, we identified three distinct Classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="151554d83f8a7ecba81f5ffb424e39b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113414639,"asset_id":114535327,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113414639/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114535327"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114535327"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114535327; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101502100"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101502100/Teacher_education_in_Finland_Progress_on_preparing_teachers_for_inclusion_of_students_with_learning_and_behavioral_difficulties"><img alt="Research paper thumbnail of Teacher education in Finland: Progress on preparing teachers for inclusion of students with learning and behavioral difficulties" class="work-thumbnail" src="https://attachments.academia-assets.com/103727133/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101502100/Teacher_education_in_Finland_Progress_on_preparing_teachers_for_inclusion_of_students_with_learning_and_behavioral_difficulties">Teacher education in Finland: Progress on preparing teachers for inclusion of students with learning and behavioral difficulties</a></div><div class="wp-workCard_item"><span>Formação de Professores ao redor do mundo: Desafios e oportunidades (Teacher education around the world: Challenges and opportunities)</span><span>, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebc3e72748697c20057be457aa3f1599" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103727133,"asset_id":101502100,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103727133/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101502100"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101502100"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101502100; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97924320"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97924320/Education_and_rehabilitation_of_incarcerated_youth_during_COVID_19_Views_of_state_level_administrators"><img alt="Research paper thumbnail of Education and rehabilitation of incarcerated youth during COVID-19: Views of state level administrators" class="work-thumbnail" src="https://attachments.academia-assets.com/99415478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97924320/Education_and_rehabilitation_of_incarcerated_youth_during_COVID_19_Views_of_state_level_administrators">Education and rehabilitation of incarcerated youth during COVID-19: Views of state level administrators</a></div><div class="wp-workCard_item"><span>Journal of Correctional Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present study addresses the complexities of providing education and rehabilitation to incarce...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present study addresses the complexities of providing education and rehabilitation to incarcerated youth during the COVID-19 crisis. A total of three state-level administrators, one supervisor for juvenile residential services health care, and one medical director of state detention centers from three states completed a survey focusing on the key domains of education, physical safety, mental health support, social support, support for physical health, and information sharing. With each domain, respondents were queried on the adequacy and basis of policies, as well as monitoring of compliance with policies and barriers to compliance. The state officials then each participated in two 45-minute interviews. Results indicate that the survey respondents found policies to be adequate across domains. Interview findings yielded across-state themes of learned capability and collaboration and/or cooperation. Additional results, as well as implications for research and practices, are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eb3db87074264149a6e7418174087fc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99415478,"asset_id":97924320,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99415478/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97924320"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97924320"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97924320; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="90530972"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/90530972/From_the_Inside_Out_A_Life_Story_Narrative_of_One_Young_Mans_Experience_Postapartheid_Postprison"><img alt="Research paper thumbnail of From the Inside Out: A Life Story Narrative of One Young Man's Experience Postapartheid, Postprison" class="work-thumbnail" src="https://attachments.academia-assets.com/111856417/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/90530972/From_the_Inside_Out_A_Life_Story_Narrative_of_One_Young_Mans_Experience_Postapartheid_Postprison">From the Inside Out: A Life Story Narrative of One Young Man's Experience Postapartheid, Postprison</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DAnnetteMullen">D'Annette Mullen</a></span></div><div class="wp-workCard_item"><span>The Humanistic Psychologist</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite the supposed rehabilitative function of incarceration, individuals who spend time in pris...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite the supposed rehabilitative function of incarceration, individuals who spend time in prison are often viewed narrowly as ex-offenders. However, framed contextually, their stories can illuminate factors with far-reaching implications. The purpose of this critical narrative inquiry was to provide a shared ﬁrst-person account of a Black man living in postapartheid South Africa. His told experience included stunted maturation because of early incarceration and overcoming stigmatization upon reentry into his community. Interconnected social systems including<br />education, employment, and community infrastructure affect quality of life for generations. His story sheds light on structural and individual barriers and the resilience needed to navigate them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="92d2dd7a384a9bb3cc4bb002695b341e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111856417,"asset_id":90530972,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111856417/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90530972"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90530972"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90530972; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=90530972]").text(description); $(".js-view-count[data-work-id=90530972]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 90530972; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='90530972']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="79049141"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review"><img alt="Research paper thumbnail of Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review" class="work-thumbnail" src="https://attachments.academia-assets.com/89210789/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review">Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review</a></div><div class="wp-workCard_item"><span>American Journal of Orthopsychiatry</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Access to high-quality curriculum and instruction is essential for all youth incarcerated in juve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Access to high-quality curriculum and instruction is essential for all youth incarcerated in juvenile corrections facilities. In a landmark 2014 collaboration between the U.S. Departments of Education and Justice Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings were established. Principle independent variable (IV) identified the importance of access to rigorous and relevant curricula and evidence-based instruction that promotes college-and career-readiness. To explore research progress since publication of the Guiding Principles, a systematic review of research was conducted. The review identified eight peer-reviewed studies relevant to curriculum and instruction published since 2014. Employing a variety of research designs, the studies focused on literacy (n = 5) and instruction (n = 3). Quality indicators, based on modified forms of Mulcahy et al. (2016) single case design, Gersten et al. (2005) group design, and Miles et al. (2019) qualitative standards, were used to evaluate the studies. Results revealed a lack of replicable information pertinent to participants and intervention, as well as a lack of fidelity. Of grave concern is that only four of the participants included across all studies were female. Research that adheres to quality indicators, is described with replicable precision, and is representative of females is needed. Public Policy Relevance Statement Little scientific research exists on curriculum and instruction in juvenile justice education. This systematic review documents the lack of rigorous, peer-reviewed research on which to build sound policy in the education of incarcerated youth and highlights the need to develop an evidence base to determine what works for youth, especially those with learning and other educational disabilities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="795ee396fba27dd84665aef179623318" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89210789,"asset_id":79049141,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89210789/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="79049141"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="79049141"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79049141; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79049141]").text(description); $(".js-view-count[data-work-id=79049141]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79049141; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='79049141']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "795ee396fba27dd84665aef179623318" } } $('.js-work-strip[data-work-id=79049141]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":79049141,"title":"Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review","internal_url":"https://www.academia.edu/79049141/Curriculum_Instruction_and_Promoting_College_and_Career_Readiness_for_Incarcerated_Youth_A_Literature_Review","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[{"id":89210789,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/89210789/thumbnails/1.jpg","file_name":"Hunter_Griller_Clark_Mason_Williams_Gagnon_2022_.pdf","download_url":"https://www.academia.edu/attachments/89210789/download_file","bulk_download_file_name":"Curriculum_Instruction_and_Promoting_Col.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/89210789/Hunter_Griller_Clark_Mason_Williams_Gagnon_2022_-libre.pdf?1659454887=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_Instruction_and_Promoting_Col.pdf\u0026Expires=1740155070\u0026Signature=FGmSueZ6V7iNbrGxZSTjzOVKEhFaeLzjcF2tpA8pRXBnsbrlpt5koUugaeZUgyXSynlaHtboFknj2BCGRBiZOVXmGhTXJjZSdDkSTkGg9CDkCC1TUyYuZdXbb41O5BAciOYZeI7ixL86o~nsHH6R9SjCh0NoFKg8W3DAau-pzboUx2qHpokQ8MG8nImI~T0G76cUcD8cdVWnSAR-YNOOjd0lKrEvyo4iPbCChAFSlRt5SXHEJaZBThFTE-0QTxgrQ8aheAQa9d3zrJs7AUrRIThwpFZ9AOw2fRDjBJCSpjKhS5uop8gjtZS9f9qu-xz4tx2xr-hy~a0ivsTNlmKlKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75875842"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75875842/Mathematics_Interventions_for_Students_with_Learning_Disabilities_LD_in_Secondary_School_A_Review_of_the_Literature"><img alt="Research paper thumbnail of Mathematics Interventions for Students with Learning Disabilities (LD) in Secondary School: A Review of the Literature" class="work-thumbnail" src="https://attachments.academia-assets.com/83537878/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75875842/Mathematics_Interventions_for_Students_with_Learning_Disabilities_LD_in_Secondary_School_A_Review_of_the_Literature">Mathematics Interventions for Students with Learning Disabilities (LD) in Secondary School: A Review of the Literature</a></div><div class="wp-workCard_item"><span>Learning Disabilities: A Contemporary Journal</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (200...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students with LD. The findings are presented in terms of three main instructional approaches for improving the mathematics achievement of these students: (a) cognitive and metacognitive strategies for solving word problems; (b) use of representations to increase conceptual knowledge and problem-solving skills; and (c) Enhanced Anchored Instruction. Results include evidence of the efficacy of Enhanced Anchored Instruction and Solve It! We discuss additional results, implications for improving classroom practice and professional development, and recommendations for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="02c682df21fc38194f81855cc4c1c255" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83537878,"asset_id":75875842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83537878/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875842; 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Research Brief. Issue 3" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75875841/Making_the_Right_Turn_A_Research_Update_on_Improving_Transition_Outcomes_among_Youth_Involved_in_the_Juvenile_Corrections_System_Research_Brief_Issue_3">Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875841"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875841"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875841; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75875841]").text(description); $(".js-view-count[data-work-id=75875841]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75875841; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75875841']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75875841]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75875841,"title":"Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3","internal_url":"https://www.academia.edu/75875841/Making_the_Right_Turn_A_Research_Update_on_Improving_Transition_Outcomes_among_Youth_Involved_in_the_Juvenile_Corrections_System_Research_Brief_Issue_3","owner_id":4537288,"coauthors_can_edit":true,"owner":{"id":4537288,"first_name":"Joseph","middle_initials":"C A L V I N","last_name":"Gagnon","page_name":"JosephBrojomohunGagnon","domain_name":"fau","created_at":"2013-06-13T22:10:51.306-07:00","display_name":"Joseph C A L V I N Gagnon","url":"https://fau.academia.edu/JosephBrojomohunGagnon"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75875840"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75875840/_As_real_as_it_gets_A_Grounded_Theory_Study_of_a_Reading_Intervention_in_a_Juvenile_Correctional_School"><img alt="Research paper thumbnail of “As real as it gets”: A Grounded Theory Study of a Reading Intervention in a Juvenile Correctional School" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75875840/_As_real_as_it_gets_A_Grounded_Theory_Study_of_a_Reading_Intervention_in_a_Juvenile_Correctional_School">“As real as it gets”: A Grounded Theory Study of a Reading Intervention in a Juvenile Correctional School</a></div><div class="wp-workCard_item"><span>Child & Youth Care Forum</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">BackgroundThe well-documented statistics regarding the academic struggles of incarcerated youth a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">BackgroundThe well-documented statistics regarding the academic struggles of incarcerated youth are disconcerting, and efforts to improve reading performance among this population are greatly needed. There is a dearth of research that provides rich and detailed accounts of reading intervention implementation in the juvenile corrections setting.ObjectiveThe present study attempted to address this gap in the research base by developing a grounded theory of literacy intervention implementation in one juvenile correctional school.MethodsQualitative methods were used for data collection (i.e., individual and focus group interviews) and analysis (i.e., grounded theory). Study participants included representatives from all facets of the facility, including education (both students and adults), security, and administration, to allow for a comprehensive examination of the context.ResultsThe context affected the faculty, staff, and students in different ways and influenced the commitment to and implementation of the intervention. Additionally, teachers’ experience and background seemed to influence their perception of the program. Individual student characteristics affected their motivation for participation.ConclusionsThere were many contextual factors, some that contributed to the success of the intervention, and others that impeded its success. It is important that interventions being considered for implementation in challenging or atypical settings account for the contextual variables that can affect outcomes. In the current study, influential factors identified were related to the physical environment, leadership, teachers, security personnel, and the students’ backgrounds.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875840"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="75875649"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75875649/State_Level_Curricular_Assessment_and_Accountability_Policies_Practices_and_Philosophies_for_Exclusionary_School_Settings"><img alt="Research paper thumbnail of State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings" class="work-thumbnail" src="https://attachments.academia-assets.com/83530285/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75875649/State_Level_Curricular_Assessment_and_Accountability_Policies_Practices_and_Philosophies_for_Exclusionary_School_Settings">State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings</a></div><div class="wp-workCard_item"><span>The Journal of Special Education</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of the current study was to obtain a more comprehensive understanding of state-level ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of the current study was to obtain a more comprehensive understanding of state-level policies and practices concerning youth with disabilities in secondary day treatment and residential (DTR) schools, as well as juvenile correctional (JC) schools for committed youth. A survey of state directors of special education or their designees focused on curricula, assessment, and accountability in these school settings. State-level administrators from 49 states and the District of Columbia responded to mail and online surveys. They reported that approximately one third of DTR schools and half of JC schools used state or district curricula. Moreover, although most respondents noted that students should participate in state assessments, only one third noted that DTR or JC schools were supervised to a great extent to ensure the alignment of curricula and assessments. Implications for policy and practice and suggestions for future research are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1758f79f7f11c9960fa7acbd925abbe9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83530285,"asset_id":75875649,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83530285/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75875649"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75875649"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75875649; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75523700"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75523700/Interventions_Addressing_Incarcerated_Youth_Behavior_A_Review_of_Literature"><img alt="Research paper thumbnail of Interventions Addressing Incarcerated Youth Behavior: A Review of Literature" class="work-thumbnail" src="https://attachments.academia-assets.com/89210767/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75523700/Interventions_Addressing_Incarcerated_Youth_Behavior_A_Review_of_Literature">Interventions Addressing Incarcerated Youth Behavior: A Review of Literature</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://fau.academia.edu/JosephBrojomohunGagnon">Joseph C A L V I N Gagnon</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asu.academia.edu/SarupRMathur">Sarup R. Mathur</a></span></div><div class="wp-workCard_item"><span>American Journal of Orthopsychiatry</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many youth who are incarcerated have serious behavioral problems that negatively affect their abi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many youth who are incarcerated have serious behavioral problems that negatively affect their ability to beneﬁt from educational services. In the Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings published at the end of 2014, the U.S. Departments of Justice and Education address this issue in Principle 1, which asserts the importance of ensuring the safety and well-being of youth who are incarcerated. To address the research progress since publication of the Guiding Principles, ProQuest and Ebsco were systematically searched and a hand search was conducted. Ten intervention studies were identiﬁed that addressed youth behavior. The studies primarily employed a single subject research design and focused on increasing youth compliance and/or decreasing disruptive behaviors. Reviewed studies provide support for providing clear behavioral expectations and reminders, praise, and reinforcement, as well as cognitive-behavioral interventions. However,<br />methodological limitations, including the lack of treatment integrity in nine of the studies, limit conclusions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ac78a0a7ef799fa3ed9ce9c68cecb9f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89210767,"asset_id":75523700,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89210767/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75523700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75523700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75523700; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75216684"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75216684/Making_the_right_turn_A_research_update_on_prevention_and_diversion_for_justice_involved_youth"><img alt="Research paper thumbnail of Making the right turn: A research update on prevention and diversion for justice-involved youth" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75216684/Making_the_right_turn_A_research_update_on_prevention_and_diversion_for_justice_involved_youth">Making the right turn: A research update on prevention and diversion for justice-involved youth</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This Research Brief provides an updated synthesize of current research on effective and promising...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This Research Brief provides an updated synthesize of current research on effective and promising approaches to the prevention of delinquency and youth diversion from the juvenile justice system. The move away from incarcerating youth to more community-based rehabilitative models requires the funding and implementation of research-based approaches to delinquency prevention and diversion. Prevention is defined in a number of ways, and prevention interventions are designed to address a number of variables. This Research Brief focuses on developmental prevention programs, defined as, “community-based programs designed to prevent antisocial behavior, targeted on children and adolescents, and aiming to change individual, family, or school risk factors.” Diversion may involve diverting youth prior to formal charges after initial contact with the police or following a formal charge. The goal of diversion programs is to reduce the likelihood that a youth will recidivate. 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</script> <div class="js-work-strip profile--work_container" data-work-id="75216683"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75216683/Key_considerations_in_providing_a_free_and_appropriate_public_education_for_youth_with_disabilities_in_juvenile_secure_care_facilities"><img alt="Research paper thumbnail of Key considerations in providing a free and appropriate public education for youth with disabilities in juvenile secure care facilities" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75216683/Key_considerations_in_providing_a_free_and_appropriate_public_education_for_youth_with_disabilities_in_juvenile_secure_care_facilities">Key considerations in providing a free and appropriate public education for youth with disabilities in juvenile secure care facilities</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75216683"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75216683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75216683; 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