Citation

Savage MN, Bouck EC. Intellect. Dev. Disabil. 2017; 55(3): 154-166.

Affiliation

Melissa N. Savage, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; and Emily C. Bouck, Michigan State University.

Copyright

(Copyright © 2017, American Association on Intellectual and Developmental Disabilities)

DOI

10.1352/1934-9556-55.3.154

PMID

28608773

Abstract

Adolescents with intellectual disability (ID) engage in risky behavior and offending. However, little is known on the impact school-related predictors have on engagement in risky behaviors for adolescents with ID. This study analyzed secondary data from the National Longitudinal Transition Study-2 (NLTS2) to determine levels of engagement in risky behaviors and offending for adolescents with mild and moderate/severe ID. School-related predictors of engagement for adolescents with mild ID were also explored.

RESULTS indicated adolescents with mild ID engage in risky behaviors and offending at significantly higher rates as compared to adolescents with moderate/severe ID. Participation in a social skills or life skills class was a significant predictor of less engagement in risky behaviors for individuals with mild ID.

Language: en

Keywords

intellectual disability; risky behavior; school predictors; secondary