The Preliminary Evaluation of a Program to Help Educators Address the Substance Use/prevention Needs of Special Students

By Demers, Jacques; French, Deanne C. et al. | Journal of Alcohol & Drug Education, Fall 2000 | Go to article overview

The Preliminary Evaluation of a Program to Help Educators Address the Substance Use/prevention Needs of Special Students


Demers, Jacques, French, Deanne C., Moore, Dennis, Journal of Alcohol & Drug Education


Abstract

Although in-school substance abuse prevention efforts have improved over the past decade, youth with disabilities have frequently been neglected by those efforts, despite the fact that they use alcohol, tobacco, and other drugs (ATOD) as must as or more than their peers. In the current pilot study special education teachers were exposed to experiences designed to enhance their skills in adapting substance abuse prevention activities and materials, and presenting them to their students. Although pilot students noted an increase in their teachers' emphasis on substance abuse prevention in their classes and their criterion-related attitudes/behaviors were somewhat higher than those observed for a group of control students, the differences between that two groups' criterion scores did not differ significantly. Several operational weaknesses in the pilot study were raised as potential explanations for the reported

**********

Recent research has demonstrated that youth as well as adults with disabilities often use alcohol, tobacco, and other drugs at the same or higher rates as their non-disabled peers (Substance Abuse and Mental Health Services Administration, 1998; Mogan, Genaux, & Likins, 1994). Compounding this problem are the (a) paucity of appropriate education interventions for youth with disabilities and (b) relative lack of specific skills required be teachers to address substance abuse prevention and treatment, coupled with disability issues, both of which make delivery of these services very difficult (Christian & Poling, 1997; Radnitz, Tirch, Vinciguerra, Moran, 1999).

Educators and researchers are becoming more aware that youth with disabilities are not immune to the adverse affects of alcohol and drug abuse. Most of these youth have the same access to alcohol or other drugs as their peers; therefore, they need equal access to prevention and treatment. When Morgan and colleagues (1994) asked special education teachers how often they conducted prevention activities in their classrooms over 50% said once per year or less. Only 15% reported that they conducted prevention activities once per week or more.

In addition to the general risk factors for substance abuse (e.g.,peer pressure, media enticements, stress), special education students also face many disability-specific risk factors that are largely unknown to school personnel. Whether youth with disabilities are in "self-contained" or inclusion setting ("main streamed"), they are at risk for substance abuse at least to the same extent as other children (Substance Abuse and Mental Health Services Administration, 1998). Whereas educating youth with disabilities in inclusion setting exposes them to positive learning opportunities in the classroom, they also get more exposure to peer pressure for substance use and at earlier ages. On the other hand, children in contained special education classrooms often have less socialization practice or skills and may use substances in order to feel accepted by their peers.

Substance abuse prevention efforts have improved greatly during the past decade and schools are attempting more comprehensive research-based strategies. Unfortunately, youth with disabilities have been neglected in this process. Drug free school coordinators and substance abuse counselors rarely have the necessary training to adapt traditional prevention messages for special education students. At the same time, special education teachers rarely have the necessary training in substance abuse to conduct prevention activities or identify risk factors and signs of abuse by their students. Consequently, neither the substance abuse counselor nor the special education teacher engages in educating or intervening with these students relative to substance abuse. With the preceding in mind, the purpose of the reported study was to pilot test a substance abuse prevention education program targeted toward addressing the needs of students in special education and to assess the effects of the program on participating students' related attitudes, understanding, and behavior. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Preliminary Evaluation of a Program to Help Educators Address the Substance Use/prevention Needs of Special Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.