A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group…

To have a meaningful, fulfilling career in the 21st century workplace, students need technical and academic skills as well as the ability to think and work collaboratively with others. Career education must begin in middle school or earlier to allow students time to develop the aptitudes, skills and attitudes necessary to develop an awareness of…

This "Fifth-Year Report" from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) is the final report on the outcomes of the federally funded Comprehensive School Reform (CSR) program. It presents findings about the relationship between participation in the U.S. Department of Education's…

Presently, many state departments of education and school counselor associations have published second-generation documents aligned with the ASCA National Model[R] (American School Counselor Association, 2005). This research study analyzed some school counselors' readiness to deliver comprehensive programs by assessing their attitudes, beliefs,…

This manual is for district and school administrators, counselors, teachers, parents/guardians, students and others involved in the process of implementing the Knowledge and Employability policy and courses. It is intended to serve as a starting point as districts and schools introduce the new courses or make the transition from Integrated…

This guide provides a map that schools can follow when implementing the Comprehensive School Reform Demonstration (CSRD) program. It is hoped that CSRD will help schools foster higher standards and ensure that schools help students meet these standards. The booklet describes the goals and benchmarks that must be established for student…

Roger Seckington is chairman of RiCE, The Right to Comprehensive Education. He writes on his experiences over the last 20 years of the comprehensive movement. (Part of a theme issue on comprehensive education in Britain.) (Editor/SJL)

This article emphasizes the value of an evidence-based and public health perspective in managing disruptive behavior. Information about comprehensive school-based programs and classroom management techniques for disruptive behavior disorders is presented and the important role school psychologists can play in implementing these programs discussed.…

This article summarizes recommendations of the Richardson Study regarding a comprehensive approach to programing for gifted students. Basic components of comprehensive programing are outlined, and seven steps deemed essential to program development and implementation are described, as implemented by the Pyramid Project in four school districts in…

To reduce the multiplicity of secondary schools, broaden students' educations, allow later career choices, and increase educational equality, the Netherlands in 1975 established several experimental comprehensive secondary schools. Opposition at the time led to the separation of the schools from the regular school system. Development of the…

Against a backdrop of increasing localization of responsibilities for human services and community development, and in a climate of diminished resources for these activities, foundations have explored the comprehensive community initiative (CCI) as a strategy to direct support toward improved well-being for children and families. This discussion…

The Comprehensive School Reform (CSR) Program was established as a demonstration program in 1998 and authorized as a full program in 2002 as part of the No Child Left Behind Act (NCLB). It is one approach to help low-performing K-12 public schools meet state performance standards. CSR emphasizes two major concepts: mandating that school reform…

Provides an overview of this special issue that examines the implementation of the Safe Schools/Healthy Students (SS/HS) Initiative in seven local communities. An overview of the SS/HS Initiative is provided. Critical lessons learned from the seven sites are discussed with a focus on the special role that school psychologists can play in…

The Safe Schools/Healthy Students Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. Describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program…

The data are clear: Too many students are not doing well in school. Too many are experiencing interfering barriers, most of which are not internal dysfunctions but are associated with neighborhood, family, school, and peer factors. If the situation is to change, schools must play a greater role in providing supports for students experiencing…