PREDICTING THE ARREST STATUS OF ADOLESCENTS WITH DISABILITIES IN TRANSITION

Abstract

The purposes of this study were to (a) explore predictors of arrest status with a sample of adolescents with disabilities while in school and (b) examine whether predictors of in-school arrest status would also predict arrest status 1 year out of school. Student and parent interviews were conducted while students were still in school and then 1 year after leaving school. Logistic regression analyses revealed an association between demonstrating lower personal/social-achievement skills and being arrested. In addition, gender and disability status each was associated with being arrested: Males with disabilities were more likely than females with disabilities to be arrested sometime in their school career and 1 year out of school; individuals identified with serious emotional disturbance (SED) or specific learning disabilities (SLD) were more likely to be arrested sometime in their school career and 1 year out of school than individuals with disabilities who were not identified as SED or SLD. Furthermore, being arrested at least once while in school was a powerful predictor of being arrested 1 year out of school. Finally, persons who were identified as SLD and who had dropped out of school were substantially more likely to be arrested 1 year out of school than persons with disabilities with only one of these characteristics.