Prediction of residential independence of special education high school students

Abstract

The residential independence of post-secondary students was assessed for the 2,686 interviewees of the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1987. An index of residential placement independence was the dependent variable in a regression analysis that featured 37 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). Results showed a total R 2 of .443, with missing data, student maladaptive (“problem”) behavior, student competence, and family characteristics all contributing significantly to the prediction of post-school residential independence.