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1、,Compared to their non-disabled peers, youth with disabilities (Hollar Peer relationship problems & rejection. We tested a conceptual model of these factors using longitudinal data on youth with and without disabilities in NELS:88.,results,DAVID HOLLAR, PHD*; DENNIS MOORE, EDD*, MARY MCAWEENEY, PHD*
2、 *UNC SCHOOL OF MEDICINE, *SARDI, DEPT. OF COMMUNITY HEALTH, WRIGHT STATE UNIVERSITY,introduction,conclusions,methods,Youth with disabilities and their families may need increased encouragement with positive reinforcers for locus of control and self-concept during the middle school years. Early subs
3、tance use prevention (e.g., smoking) may be necessary (e.g. SARDI PALS).,errors due to,resulted in,B,p,Youth with disabilities were significantly more likely to smoke throughout high school and to engage in binge drinking during the 12th grade, compared to youth without disabilities (Table 1). Youth
4、 with disabilities who smoked earned significantly fewer high school core credits in mathematics, science, language, and history than nonsmokers with and without disabilities, and alcohol as well as drug use were associated with unemployment and lower occupational status for persons with disabilitie
5、s (Table 2). Looking at youth with disabilities by themselves, three models of risk behaviors were examined, with Model 3 (Table 3, Figure 1) having best fit. In this model, there were direct associations between BY Locus and F1 Locus, F1 Self Concept, & F2 Education. There were direct & indirect (v
6、ia F1 Trouble) associations between F1 Substance Use & F2 Education.,SUBSTANCE USE RISK FACTORS FOR YOUTH WITH DISABILITIES: A LONGITUDINAL CONCEPTUAL MODEL,Figure 1. Conceptual/Structural Equation Model 3,references,acknowledgements,Sample: n = 1,021 youth with disabilities (out of n = 10,827) in a
7、ll 5 waves of NELS: 88, a longitudinal study of a n = 24,599 individuals who were in the 8th grade (base year) in 1988. Analyses: (1) Comparisons of substance use (SU) patterns and educational/employment outcomes for youth with and without disabilities; (2) Assessment of a conceptual model (Figure 1
8、) showing possible relationships between base-year (8th grade) SU, self-concept, locus of control, peer support on F1 (10th grade) SU, self-concept, and risk behaviors plus F2 (12th gr.) education outcomes, per the Morrison & Cosden model. Statistics: SPSS 11.0 & LISREL version 8.0 (SSI).,Hollar, D.
9、 & Moore, D. (2004). Substance Use & Misuse, 39(6), 929-960. Morrison, G.M. & Cosden, M.A. (1997). Learning Disability Quarterly, 20 (Winter), 43-60.,policy implications,We thank Jo Ann Ford, Connie Hart, and James Weber. From 2003-Present, this work has been supported by NIDRR, Wright State University, & the Ohio Department of Education.,
