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Chapter 3
METHODS
The importance of a meta-analysis of the current research regarding the
demographics and correlational data on incarcerated youth receiving special education
services is to provide a thorough review of what is known thus far. In addition, this
analysis will lead to future studies and research to understand the key variables as well as
the correlation of key factors, which are the predictors of incarcerated youth receiving
special education. Further, researchers will be able to determine what educational
practices should be developed to address the overrepresentation of this population within
the United States juvenile correctional facilities.
Design
The design of this study was a descriptive, meta-analysis of the current research
related to disability, incarcerated youth, and achievement. A meta-analysis is an integral
way of taking current research, analyzing and drawing conclusions about the statistical
data found (VandenBos, 2010). When conducting a meta-analysis, systematic steps are
followed. An established list of criteria is determined, research studies are then reviewed
based on the topic, the studies are then analyzed and synthesized, and finally an overall
calculation of all the studies is derived and reported (Creswell, 2008).
Criteria for Included Studies
The first step was to determine the literature search procedures and selection
criteria. Key terms were determined (see Table 1). The literature search was conducted
using PsychINFO, EBSCO, and ERIC databases from 1976 to 2009. In addition to the
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search descriptors shown in Table 1, multiple population descriptors such as:
“incarcerated,” “delinquent,” and “at-risk,” were used to cross-search databases for
relevant articles. More recent studies were also reviewed, by hand, in the following
journals: Journal of Special Education and Journal of Correctional Education.
Only studies published in recognized peer-reviewed journals were included.
The studies included in the meta-analysis had to meet at least three of the four
following established criteria.
1. The study sample. The sample consisted of research studies about the educational
status of incarcerated male youths ranging in age from 12 to 21 years old. The
participants needed to be incarcerated at the time of the study. Thus, studies that
followed the progress of the youths as they re-entered society were excluded. The
sample population must not have experience any long-term disruptions, such as
court appearances, long stays within the infirmary, or acts, which lead to their
punishment in isolation. Since the majority of the current research focuses on
male incarcerated youth, no studies with female participants were included.
2. Comparison of incarcerated youth receiving special education services to
incarcerated youth not receiving special education services. It is useful to
compare the data of incarcerated youth receiving special education services with
those incarcerated youth not receiving services in order to discover the differences
for this population. Therefore, the studies included in this meta-analysis consisted
of comparisons such as those mentioned on the following studies.
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3. The type of disability. The studies included in this meta-analysis looked at the
breakdown of the type of disability the incarcerated youth qualified for in order to
receive special education services.
4. Correlation of specific variables and incarcerated youths receiving special
education services. Since this review was to determine the extent of the role
variables play on whether an incarcerated youth qualifies and receives special
education within a juvenile correctional facility, studies included variables of age,
ethnicity, disability, and/or academic achievement scores.
Following the above criteria, seven studies were included in the analysis. (See Table
2 for the studies utilized for this meta-analysis.)
Table 1
Search Terms used to Locate Literature Related to Incarcerated Youth Receiving Special
Education Services
Search Terms
Incarcerated youth
Youth
At-risk
Juvenile delinquency
Troubled youth
Special education
disabilities
Special education services
Individual Education Plan (IEP)
Mild disability
Learning disability
Mild/Moderate disability
Academic
Measures
Two types of analyses were performed. First, a summary of the results of each
study was conducted. Second, a descriptive analysis was conducted in order to combine
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and analyze the relevant quantitative data from each study. The following demographic
and correlational variables were examined from each of the primary studies: (a)
percentage of incarcerated youth receiving special education services, (b) percentage of
each special education category (c) ethnicity, (d) correlation between recidivism and
cognitive abilities, (e) correlation between ethnicity and achievement, (f) correlation
between category and achievement, (g) correlation between services prior and special
education status, and (h) correlation between achievement and age. Data were then
analyzed to provide an overall summary of the results.