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Technology Integration: A Promising Way to Mitigate Recidivism of Youth in Juvenile Justice

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Title: Technology Integration: A Promising Way to Mitigate Recidivism of Youth in Juvenile Justice
Language: English
Authors: Sarup R. Mathur, Heather Griller Clark, Jeff M. Gau
Source: Preventing School Failure. 2024 68(2):159-166.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Sponsoring Agency: Bureau of Justice Assistance (BJA) (DOJ)
Contract Number: 2015RVBX0001
Document Type: Journal Articles
Reports - Research
Descriptors: Technology Integration, Recidivism, Youth, Juvenile Justice, Intervention, Transitional Programs, Outcomes of Treatment, Correctional Rehabilitation, Institutionalized Persons, Predictor Variables
DOI: 10.1080/1045988X.2023.2195360
ISSN: 1045-988X
1940-4387
Abstract: Justice-involved youth have a high risk of reoffending after release, indicating the need for evidence-based reentry programming. This paper presents the results of a two-year post-release non-randomized comparison study. The study examined the impact of enhanced transition programming, delivered through Reentry Intervention and Support for Engagement by Integrating Technology (RISE-IT), on recidivism by comparing two groups, youth who received enhanced vs. traditional transition services in a secure care facility. Enhanced services included: enhanced reception, assessment & classification, transition planning, vocational preparation, merging two worlds curriculum, and 30-day aftercare support. Results indicate that youth who received enhanced services through RISE-IT had significantly lower rates of recidivism. Limitations and implications for practice, as well as future research, are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419259
Database: ERIC
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  Value: <anid>AN0176352353;psf01apr.24;2024Apr03.03:00;v2.2.500</anid> <title id="AN0176352353-1">Technology integration: a promising way to mitigate recidivism of youth in juvenile justice </title> <p>Justice-involved youth have a high risk of reoffending after release, indicating the need for evidence-based reentry programming. This paper presents the results of a two-year post-release non-randomized comparison study. The study examined the impact of enhanced transition programming, delivered through Reentry Intervention and Support for Engagement by Integrating Technology (RISE-IT), on recidivism by comparing two groups, youth who received enhanced vs. traditional transition services in a secure care facility. Enhanced services included: enhanced reception, assessment & classification, transition planning, vocational preparation, merging two worlds curriculum, and 30-day aftercare support. Results indicate that youth who received enhanced services through RISE-IT had significantly lower rates of recidivism. Limitations and implications for practice, as well as future research, are discussed.</p> <p>Keywords: Juvenile justice; reentry; technology integration; transition; youth</p> <p>Recidivism is the most commonly used measure of success for reentry programming in juvenile justice (JJ) settings. However, there is no federal mandate or guidance on how to conceptualize and report recidivism which makes comparing results using this metric problematic. Despite a recent shift to use additional, and more appropriate measures of success, like positive youth outcomes (Dempsey et al., [<reflink idref="bib13" id="ref1">13</reflink>]), recidivism remains the predominant metric. In 2015 the Council for State Governments (CSG) Justice Center compiled recidivism data from 39 states, finding that youth were more likely to recidivate after release than adults across all states. The highest three and five -year recidivism rates for juveniles were 76% and 84%, respectively.</p> <p>Research indicates that when youth find themselves disconnected and unproductive, they engage in criminal behaviors (Ameen & Lee, [<reflink idref="bib2" id="ref2">2</reflink>]). Lack of education and employment have been identified as risk factors that contribute to increased recidivism (Andrews et al., [<reflink idref="bib3" id="ref3">3</reflink>]). Conversely, engagement with education or employment provide a start to becoming a law-abiding and contributing community member. Productive engagement in education and employment after release is critical to reducing recidivism (Ashford & Gallagher, [<reflink idref="bib5" id="ref4">5</reflink>]; Mathur et al., [<reflink idref="bib24" id="ref5">24</reflink>]; Zaff et al., [<reflink idref="bib39" id="ref6">39</reflink>]), and can change the patterns of offending behaviors (Mathur et al., [<reflink idref="bib25" id="ref7">25</reflink>]; Shoemaker, [<reflink idref="bib33" id="ref8">33</reflink>]). However, youth in JJ face a broad range of challenges to become productively engaged post-release (Visher et al., [<reflink idref="bib38" id="ref9">38</reflink>]). For example, when confined, they have limited opportunities for socialization and workplace skill development (Sharlein, [<reflink idref="bib32" id="ref10">32</reflink>]). Consequently, when released, they find themselves less prepared for real jobs. Therefore, legislation and practice emphasize the importance of connecting activities that provide vocational training, individualized prerelease planning, and post-release employment services (Council for State Governments, [<reflink idref="bib10" id="ref11">10</reflink>]; Mathur & Griller Clark, [<reflink idref="bib23" id="ref12">23</reflink>]). For example, the Second Chance Act authorized funding for states and local communities to design programs and services to increase access to opportunities that meet the employment needs of individuals returning from incarceration.</p> <p>The positive youth development perspective asserts that when youth experience a supportive environment that provides access to opportunities, including job related prospects, they are enabled to develop their strengths and skills (Taussig et al., [<reflink idref="bib34" id="ref13">34</reflink>]). In fact, once youth have built strong skills and are reinforced for using those skills, they are less inclined toward criminal behavior (Butts et al., [<reflink idref="bib7" id="ref14">7</reflink>]). It is vitally important that pre- and post-release reentry programming includes components necessary to facilitate productive engagement through relevant curriculum and career preparation, meaningful internships, and work experience (Griller Clark et al., [<reflink idref="bib21" id="ref15">21</reflink>]; Schaeffer et al., [<reflink idref="bib30" id="ref16">30</reflink>]). Through effective programming, time in confinement can be utilized to close skill gaps and build knowledge, competencies, and readiness for future academic and vocational experiences. This includes literacy in technology that prepares youth for 21st century careers, supports the development of a diverse and technically skilled workforce, closes the achievement gap in STEM fields, and fosters productive post-release citizenship in an increasingly technological society. Without effective reentry programming, however, youth released from JJ facilities struggle with reintegration, do not become productively engaged, and relapse into criminal behavior (Altschuler & Brash, [<reflink idref="bib1" id="ref17">1</reflink>]).</p> <p>Research has highlighted several components critical to effective reentry programming for youth in JJ, including: (a) individualized support by a designated transition specialist (TS) that continues for at least 30 days post release (Mathur et al., [<reflink idref="bib24" id="ref18">24</reflink>]); and (b) personalized transition planning, vocational preparation, and cognitive restructuring (Mathur et al., [<reflink idref="bib24" id="ref19">24</reflink>]; Miller et al., [<reflink idref="bib27" id="ref20">27</reflink>]; Schubert & Mulvey, [<reflink idref="bib31" id="ref21">31</reflink>]). In a two-year follow-up study, youth who received individualized supports and continuous contact from their designated transition specialist for the first 30 days were more likely to remain engaged for a longer period of time and were less likely to recidivate (Mathur et al., [<reflink idref="bib24" id="ref22">24</reflink>]). Youth also benefited from personalized prerelease supports that aligned with their individualized transition goals.</p> <p>Another area critical to increase employability for all youth in the current job market is technology-enhanced learning (The Global Business Coalition, [<reflink idref="bib35" id="ref23">35</reflink>]). Unfortunately, JJ facilities often struggle to provide high quality learning opportunities due to outdated technology, limited internet access, and a lack of qualified staff (de Azúa, [<reflink idref="bib12" id="ref24">12</reflink>]). Historically, JJ facilities have deployed technology for surveillance purposes and not in the educational context due to network security concerns (Arnett, [<reflink idref="bib4" id="ref25">4</reflink>]). They have not been able to provide digital equity in their services to youth, nor have they been able to keep up with the expanding diversity of student learning needs (Arnett, [<reflink idref="bib4" id="ref26">4</reflink>]). In response, the U.S Department of Education recently updated their National Education Technology Plan that emphasizes equal access for all students, including those in secure care (U.S Department of Education and Office of Educational Technology, [<reflink idref="bib37" id="ref27">37</reflink>]). The plan ensures that youth in JJ settings have access to the internet, high-quality content and technology devices, as well as educators, who are trained and skilled at providing technology-enhanced instruction (de Azúa, [<reflink idref="bib12" id="ref28">12</reflink>]; Thomas, [<reflink idref="bib36" id="ref29">36</reflink>]). Furthermore, JJ facilities receive Title I Part D funds and are obligated to provide youth in their care the same opportunities in academics and vocational preparation that are available to students attending regular public school (ESSA, section 1401).</p> <p>Technology can be a protective factor that provides youth the opportunity to work on their own skills and strengths in a supervised and supported environment (Sage & Jackson, [<reflink idref="bib29" id="ref30">29</reflink>]). Technology has the potential to empower disenfranchized youth, promote greater employability skills, and provide more opportunities for successful reentry. Through digital learning opportunities, JJ facilities can provide access to tools and resources that further enable youth to develop strong academic and vocational skills and competencies (de Azúa, [<reflink idref="bib12" id="ref31">12</reflink>]). From a social justice and human rights perspective, marginalized youth, like those in the JJ system, can be afforded equitable opportunities to develop skills through technology enabled environments (McLaughlin et al., [<reflink idref="bib26" id="ref32">26</reflink>]; Sage & Jackson, [<reflink idref="bib29" id="ref33">29</reflink>]).</p> <p>Research on reentry has explored the apprehension of employers to hire juveniles with conviction records (Carter, [<reflink idref="bib8" id="ref34">8</reflink>]). The findings have indicated that employers are more willing to hire youth that demonstrate strong workplace skills, technical skills, soft skills, and effective decision making despite having criminal records (Doleac, [<reflink idref="bib14" id="ref35">14</reflink>]; Griller Clark et al., [<reflink idref="bib19" id="ref36">19</reflink>]). Also, of interest, once youth with previous convictions are engaged in employment, they are not readily differentiated from youth without records in the quality of their work (Carter, [<reflink idref="bib8" id="ref37">8</reflink>]). Strong technology driven vocational programs may, in fact, have the potential to build employability skills that put incarcerated youth on par with their non-incarcerated peers.</p> <p>The Second Chance Act (SCA) underscored the need to build more opportunities for states and local communities to assist individuals returning from incarceration and encouraged JJ facilities to promote career readiness and employability of youth by creating programs in partnership with employers (Council of State Governments, 2018). The legislation also authorized federal grants to support programming aimed at improving the reentry process. Instead of programming that prepares youth for low demand, low-skilled, labor-intensive jobs, SCA has pushed JJ facilities to align their vocational preparation programs to reflect current employment trends, fostering greater employability for youth (Gaffney, [<reflink idref="bib16" id="ref38">16</reflink>]).</p> <p>To that end, this paper provides a summary of a SCA funded <emph>Technology-Based Career Training Program for Incarcerated Adults and Juveniles</emph>, entitled RISE-IT (Reentry Intervention and Support for Engagement by Integrating Technology), in which researchers partnered with a long-term JJ facility to create a technologically driven educational environment. Prior to RISE-IT, the focus of education and career preparation for youth within this facility was primarily on credit recovery and remediation of basic skills. Through implementation of RISE-IT, focus shifted to technology enhanced knowledge and vocational skill development that allowed incarcerated youth to acquire specialized career preparation and training through a multi-component framework, to ultimately increase post-release employability and decrease recidivism. The funding supported the purchase of hardware and software, such as READ 180 and updated all student computers with the newest version of Microsoft Windows. It also helped in expanding the existing CTE course offerings that included Cosmetology, Culinary Arts, Automotive, Industrial Trades, and Graphic Design.</p> <p>The purpose of this study was to compare recidivism rates for incarcerated youth who received RISE-IT with youth who received traditional education and reentry services. Two specific research questions are germane to this study. The first question seeks to determine if youth in the RISE-IT group were more or less likely to recidivate two years after release than the comparison group. The second question explores whether or not any specific components of RISE-IT were significantly associated with recidivism reduction for youth in the RISE-IT group.</p> <hd id="AN0176352353-2">Method</hd> <p></p> <hd id="AN0176352353-3">Setting</hd> <p>This study took place at a correctional facility for youth under the age of 19 located in a Southwestern state. The correctional facility is responsible for custody, treatment, rehabilitation, and education of adjudicated youth. Youth receive rehabilitative services appropriate to their age, risk, needs, abilities, and committing offenses. Services include education, counseling, psychology, health care, and recreation. Youth in specialized housing units also receive services that address substance dependence, mental health, and sexual offense. The correctional facility also operates as an independent school district and employs approximately 18 teachers, including four special education teachers and six career and technical education teachers. There are 200 days of instruction each academic year, organized into 6-week blocks. Students attend two three-hour long class periods per day.</p> <p>Upon entry, all youth undergo Reception, Assessment, and Classification (RAC). Within RAC, all youth take an introductory vocational course (VOC 100) in which they complete a career cluster inventory and a career interest profiler. A reentry plan is also initiated as part of the overall treatment program at the facility. The reentry plan addresses the treatment, programming, health, and education needs of the youth and outlines how these will be maintained after release. Approximately 35% of youth within the facility are youth with special needs and 18% are English learners. The average length of stay is 9 months.</p> <hd id="AN0176352353-4">Participants</hd> <p>Participants were 676 youth from the juvenile correctional facility. The first group served as a comparison group and consisted of youth who had been newly committed to the facility within the year prior to implementation of RISE-IT and received traditional education and transition services (<emph>n</emph> = 191). The second group consisted of newly committed youth, who entered the facility after the RISE-IT start date of January 2016 (<emph>n</emph> = 485) and received the RISE-IT enhanced transition programming and vocational supports described below. A non-randomized comparison was conducted across the two groups. Table 1 shows the difference between services across the two study groups. Table 2 shows demographic characteristics by study group, RISE-IT components, and outcome.</p> <p>Table 1. Differences in availability of services across study groups.</p> <p> <ephtml> <table><thead><tr><td>Components</td><td>RISE-IT</td><td>NON RISE-IT</td></tr></thead><tbody valign="top"><tr><td>Focus and emphasis</td><td>Technology-enhanced Education, Employment, Cognitive restructuring</td><td>Traditional Education</td></tr><tr><td>Individualized goal setting</td><td>Individualized and intensive educational and vocational programming</td><td>Not Available</td></tr><tr><td>Transition planning</td><td>Planning starts at entry and continues until 30 days after release</td><td>Not Available</td></tr><tr><td>Systemic goal setting</td><td>Established seamless transfer of records and interagency linkages</td><td>Not Available</td></tr><tr><td>Contact with Transition Specialist</td><td>Prerelease to post-release</td><td>Only prerelease</td></tr><tr><td>Service delivery model</td><td>Proactive</td><td>Reactive</td></tr><tr><td>Technology related practices</td><td>Intentionally integrated</td><td>Not available</td></tr><tr><td>Responsible person</td><td>Transition Specialist</td><td>Parole Officer</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. RISE-IT = Reentry Intervention and Support for Engagement by Integrating Technology; SPED = special education; N/A = not available; M2W = Merging Two Worlds.</p> <p>Table 2. Study demographic characteristics, RISE-IT components, & outcome.</p> <p> <ephtml> <table><thead><tr><td /><td>Quasi Comparison (<italic>n</italic> = 191)</td><td>Project RISE-IT (<italic>n</italic> = 485)</td></tr><tr><td>RISE-IT components (<italic>n</italic>, % yes)</td><td /><td /><td /><td /></tr></thead><tbody valign="top"><tr><td>Age at exit [<italic>M</italic> (<italic>SD</italic>)]</td><td char=".">17.5</td><td char=".">0.8</td><td char=".">17.4</td><td char=".">0.8</td></tr><tr><td>Race/Ethnicity (<italic>n</italic>, %)</td><td /><td /><td /><td /></tr><tr><td> Asian</td><td char=".">1</td><td char=".">0.5</td><td char=".">15</td><td char=".">3.1</td></tr><tr><td> African American</td><td char=".">30</td><td char=".">15.7</td><td char=".">77</td><td char=".">15.9</td></tr><tr><td> American Indian</td><td char=".">13</td><td char=".">6.8</td><td char=".">12</td><td char=".">2.5</td></tr><tr><td> Hispanic</td><td char=".">89</td><td char=".">30.4</td><td char=".">255</td><td char=".">52.8</td></tr><tr><td> Caucasian</td><td char=".">58</td><td char=".">46.6</td><td char=".">124</td><td char=".">25.7</td></tr><tr><td>Individualized Education Program (n, %)</td><td /><td /><td /><td /></tr><tr><td> Emotional disorder</td><td char=".">38</td><td char=".">19.9</td><td char=".">61</td><td char=".">12.6</td></tr><tr><td> Other health impairment</td><td char=".">3</td><td char=".">1.6</td><td char=".">1</td><td char=".">0.2</td></tr><tr><td> Specific learning disability</td><td char=".">25</td><td char=".">13.1</td><td char=".">42</td><td char=".">8.7</td></tr><tr><td> No Individualized Education Program</td><td char=".">125</td><td char=".">65.4</td><td char=".">380</td><td char=".">78.5</td></tr><tr><td>Relative Rating Index score [<italic>M</italic> (<italic>SD</italic>)]</td><td char=".">29.8</td><td char=".">17.0</td><td char=".">25.5</td><td char=".">15.2</td></tr><tr><td>Relative Rate Index categories (<italic>n</italic>, %)</td><td /><td /><td /><td /></tr><tr><td> Low</td><td char=".">80</td><td char=".">46.2</td><td char=".">266</td><td char=".">56.7</td></tr><tr><td> Medium</td><td char=".">72</td><td char=".">41.6</td><td char=".">165</td><td char=".">35.2</td></tr><tr><td> High</td><td char=".">21</td><td char=".">12.1</td><td char=".">38</td><td char=".">8.1</td></tr><tr><td>Gender (<italic>n</italic>, %)</td><td /><td /><td /><td /></tr><tr><td> Female</td><td char=".">18</td><td char=".">9.4</td><td char=".">28</td><td char=".">5.8</td></tr><tr><td> Male</td><td char=".">173</td><td char=".">90.6</td><td char=".">457</td><td char=".">94.2</td></tr><tr><td>Vocational program completion (<italic>n</italic>, % yes)</td><td /><td /><td /><td /></tr><tr><td> Diploma earned</td><td char=".">19</td><td char=".">9.9</td><td char=".">5</td><td char=".">1.0</td></tr><tr><td> GED earned</td><td char=".">28</td><td char=".">14.7</td><td char=".">78</td><td char=".">16.1</td></tr><tr><td> Industrial trades</td><td char=".">10</td><td char=".">5.2</td><td char=".">175</td><td char=".">36.1</td></tr><tr><td> Computer apps and graphic arts</td><td char=".">12</td><td char=".">6.3</td><td char=".">202</td><td char=".">41.6</td></tr><tr><td> Culinary arts</td><td char=".">10</td><td char=".">5.2</td><td char=".">101</td><td char=".">20.8</td></tr><tr><td> Auto</td><td char=".">42</td><td char=".">22.0</td><td char=".">202</td><td char=".">41.6</td></tr><tr><td> Cosmetology</td><td char=".">43</td><td char=".">22.5</td><td char=".">120</td><td char=".">24.7</td></tr><tr><td> Enhanced RAC</td><td char=".">0</td><td char=".">0.0</td><td char=".">485</td><td char=".">100.0</td></tr><tr><td> RISE-IT Transition Planning</td><td char=".">0</td><td char=".">0.0</td><td char=".">313</td><td char=".">64.5</td></tr><tr><td> RISE-IT Vocational Prep</td><td char=".">0</td><td char=".">0.0</td><td char=".">34</td><td char=".">7.0</td></tr><tr><td> Merging Two Worlds curriculum</td><td char=".">0</td><td char=".">0.0</td><td char=".">65</td><td char=".">13.4</td></tr><tr><td> 30 Day Aftercare</td><td char=".">0</td><td char=".">0.0</td><td char=".">56</td><td char=".">11.5</td></tr><tr><td>Outcome</td><td /><td /><td /><td /></tr><tr><td> Recidivism (n, %)</td><td char=".">76</td><td char=".">39.8</td><td char=".">146</td><td char=".">30.1</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>M</emph> = mean, <emph>SD</emph> = standard deviation,.</p> <hd id="AN0176352353-5">Measures</hd> <p></p> <hd id="AN0176352353-6">RISE-IT program</hd> <p>RISE-IT interventions were implemented for youth during the project period of January 2016 through June 2019. Two university faculty, a project director, a transition specialist, and the superintendent of education for the facility had oversight of the development, implementation, and evaluation of the interventions. All data collection procedures were approved by the university's institutional review board.</p> <p>As the first component of RISE-IT, youth received <emph>enhanced RAC</emph>. Enhanced RAC consisted of hardcopy information on the RISE-IT program, the introduction lesson to the Merging Two Worlds (M2W) curriculum (described below), login and access to an online platform to create a digital reentry plan, the addition of new tracking systems for transferring records across youth serving agencies, and the creation of linkages within and across agencies to streamline the reentry process. A total of 485 youth received <emph>enhanced RAC</emph> as a foundational part of RISE-IT programming.</p> <p>The second component of RISE-IT programming was <emph>transition planning</emph> by a designated RISE-IT Transition Specialist (TS). During the project period 313 RISE-IT youth received <emph>transition planning,</emph> consisting of three elements. First, the TS oriented youth to RISE-IT, added their information to a monitoring and tracking form, and provided an overview of RISE-IT services offered at the facility and after release. The services included individualized reentry career planning, career counseling, post-release job placement, and financial assistance for technology-based courses and certifications post-release. Second, two additional career assessments, a learning styles survey, and an employability skills survey, were added to the introductory vocational course (VOC 100). Finally, an online, digital, individualized reentry career plan was created for each RISE-IT youth. Additionally, youth, under the supervision of the TS, were able to use the internet for opportunities related to education, employment, and community resources.</p> <p>The third component of RISE-IT, <emph>vocational preparation,</emph> consisted of four elements and was provided to 34 RISE-IT youth. First, a Microsoft Office certification program was introduced to all youth as part of RISE-IT. Second, the ServSafe food handler's certification was added for all RISE-IT youth, previously only youth in the Culinary Arts program received this certification. Third, an entry level Occupational Safety and Health Administration OSHA certification (OSHA 10) was added for all RISE-IT youth. Finally, CPR/First Aid certification was provided to all RISE-IT youth. This certification program took place during the breaks between the school blocks. Through these additional vocational preparation elements and programs, RISE-IT youth had increased access to industry specific technology and simulators that comparison youth did not.</p> <p>Fourth, <emph>Merging Two Worlds</emph> (M2W), an evidence-based life skills transition curriculum, was included as an intervention component for RISE-IT youth. Previous research has suggested that youth who participate in M2W have higher levels of engagement in post-release school and work than youth who do not (Griller Clark & Mathur, [<reflink idref="bib17" id="ref39">17</reflink>]). M2W was offered as a course (VOC 361) to 65 youth during the regular school day. Youth are scheduled and enrolled in VOC 361 by the education administration at the facility based on transcript analysis. The curriculum is based on the premise that resiliency can be bolstered by cognitive restructuring. It is critical to develop resiliency for successful reintegration into the community. M2W is aligned with career readiness components and fosters decision making, problem solving, and other soft skills while building a reentry career plan. Students attending this course were able to use technology to enhance their digital reentry plan and create a presentation on a specific career for their release board.</p> <p>In the final component, <emph>30-day aftercare</emph>, RISE-IT youth received regular contact from the TS. The TS focused on supporting progressively increased responsibility and freedom in the community. This component also included funding for post-release community-based vocational training and career preparation, job search, and initial employment related expenses.</p> <hd id="AN0176352353-7">Recidivism</hd> <p>Recidivism data were collected from the juvenile administrative system and adult public records for all 676 participants and modeled as presence or absence of recidivating during the 2-year follow-up.</p> <hd id="AN0176352353-8">Data analyses</hd> <p>Preliminary analyses included a test of the assumptions of logistic regression models including plots of the log-odds of recidivism at quartiles of each continuous predictors to test the linear relationship between continuous predictors with the dichotomous outcomes and examination of tolerance and variance inflation factors to inform on any potential multicollinearity among predictors. We used t-tests and chi-square analyses to evaluate the equivalency of the RISE-IT group to the comparison group.</p> <p>To address the first research question, we used logistic regression models, adjusted for demographics and vocational program completion, to compare the comparison and RISE-IT (reference category, coded "0") groups on rates of recidivism after leaving the facility. To address our second research question, we used unadjusted logistic regression models to examine recidivism within the RISE-IT group, and whether RISE-IT components and vocational program completion predicted rates of recidivism after leaving the facility. All logistic regression models were estimated with the probit link and odds ratios (OR) and 95% confidence intervals were evaluated as an estimate of effect size.</p> <hd id="AN0176352353-9">Results</hd> <p>Table 2 provides a summary, separately for the RISE-IT group and the comparison group, of demographic characteristics, project components, and vocational programs completed while in the facility. Some significant differences were detected between the two groups. Relative to the RISE-IT group, the comparison group had significantly lower relative rating index (RRI) scores (<emph>t</emph>[<reflink idref="bib670" id="ref40">670</reflink>] = 3.17, <emph>p</emph> =.002); greater proportion of Native Americans (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref41">1</reflink>,<reflink idref="bib676" id="ref42">676</reflink>] = 7.22, <emph>p</emph> =.007); higher rates of IEP (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref43">1</reflink>,<reflink idref="bib676" id="ref44">676</reflink>] = 12.07, <emph>p</emph> <.001); more likely to have a diploma (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref45">1</reflink>,<reflink idref="bib676" id="ref46">676</reflink>] = 31.81, <emph>p</emph> <.001); and less likely to have completed courses in industrial trades (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref47">1</reflink>,<reflink idref="bib676" id="ref48">676</reflink>] = 65.60, <emph>p</emph> <.001), computer apps and graphic arts (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref49">1</reflink>,<reflink idref="bib676" id="ref50">676</reflink>] = 79.27, <emph>p</emph> <.001), culinary arts (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref51">1</reflink>,<reflink idref="bib676" id="ref52">676</reflink>] = 24.26, <emph>p</emph> <.001) and automotive (<emph>χ</emph><sups>2</sups>[<reflink idref="bib1" id="ref53">1</reflink>,<reflink idref="bib676" id="ref54">676</reflink>] = 22.96, <emph>p</emph> <.001). We adjusted for all demographics and vocational program variables in the model predicting rates of recidivism. Rates of missing data were minimal, with complete data available for 99% of the sample.</p> <p>Results of the logistic regression model predicting recidivism for the comparison and RISE-IT groups, while adjusting for age at exit, race, IEP, RRI score, gender, and vocational program completions, are shown in Table 3. The odds ratio index of effect size demonstrated increased risk for recidivism for the comparison group with a 10% difference in the recidivism rate at the two-year mark between the two groups. Results indicate that after adjusting for the effects of differences in demographic characteristics and vocational programs completed, the comparison group had a significant 201% greater odds to recidivate two years post-release from the facility (<emph>OR</emph> = 3.01, 95% <emph>CI</emph> = 1.68-5.38) relative to the RISE-IT group. The odds ratio is associated with a medium effect (Chen et al., [<reflink idref="bib9" id="ref55">9</reflink>]) indicating the group difference in recidivism rates were non-trivial. Diagnostic tests confirmed the assumption of a linear relationship between the continuous predictors with the dichotomous recidivism outcome. The absence of collinearity among the predictors was tenable.</p> <p>Table 3. Adjusted logistic regression model predicting 2-year recidivism.</p> <p> <ephtml> <table><thead><tr><td /><td>Beta</td><td><italic>SE</italic></td><td><italic>p</italic>-value</td><td>OR</td><td>95% <italic>CI</italic></td></tr></thead><tbody valign="top"><tr><td>Group</td><td char=".">1.10</td><td char=".">0.30</td><td char="."><.001</td><td char=".">3.01</td><td char=".">1.68-5.38</td></tr><tr><td>Age at exit</td><td>−2.37</td><td char=".">0.19</td><td char="."><.001</td><td char=".">0.09</td><td char=".">0.07-0.14</td></tr><tr><td>Race/Ethnicity</td><td /><td /><td /><td /><td /></tr><tr><td> African American</td><td>−0.10</td><td char=".">0.81</td><td char=".">.902</td><td char=".">0.91</td><td char=".">0.18-4.46</td></tr><tr><td> American Indian</td><td>−0.29</td><td char=".">0.96</td><td char=".">.763</td><td char=".">0.75</td><td char=".">0.11-4.93</td></tr><tr><td> Hispanic</td><td>−0.08</td><td char=".">0.78</td><td char=".">.914</td><td char=".">0.92</td><td char=".">0.20-4.23</td></tr><tr><td> White</td><td char=".">0.04</td><td char=".">0.79</td><td char=".">.959</td><td char=".">1.04</td><td char=".">0.22-4.93</td></tr><tr><td>IEP</td><td char=".">0.69</td><td char=".">0.26</td><td char=".">.007</td><td char=".">2.00</td><td char=".">1.21-3.30</td></tr><tr><td>RRI score</td><td char=".">0.01</td><td char=".">0.01</td><td char=".">.091</td><td char=".">1.01</td><td char=".">1.00-1.03</td></tr><tr><td>Gender</td><td char=".">0.78</td><td char=".">0.50</td><td char=".">.114</td><td char=".">2.19</td><td char=".">0.83-5.77</td></tr><tr><td>Vocational program completion</td><td /><td /><td /><td /><td /></tr><tr><td> Diploma</td><td char=".">0.70</td><td char=".">0.52</td><td char=".">.179</td><td char=".">2.01</td><td char=".">0.73-5.54</td></tr><tr><td> GED</td><td char=".">0.71</td><td char=".">0.31</td><td char=".">.023</td><td char=".">2.03</td><td char=".">1.10-3.74</td></tr><tr><td> Industrial trades</td><td>−0.40</td><td char=".">0.29</td><td char=".">.165</td><td char=".">0.67</td><td char=".">0.38-1.18</td></tr><tr><td> Computer apps and graphic arts</td><td>−0.14</td><td char=".">0.27</td><td char=".">.608</td><td char=".">0.87</td><td char=".">0.51-1.48</td></tr><tr><td> Culinary arts</td><td char=".">0.54</td><td char=".">0.32</td><td char=".">.095</td><td char=".">1.71</td><td char=".">0.91-3.21</td></tr><tr><td> Auto</td><td char=".">0.38</td><td char=".">0.25</td><td char=".">.126</td><td char=".">1.47</td><td char=".">0.90-2.39</td></tr><tr><td> Cosmetology</td><td char=".">0.88</td><td char=".">0.29</td><td char=".">.002</td><td char=".">2.40</td><td char=".">1.37-4.21</td></tr></tbody></table> </ephtml> </p> <p>Results of the unadjusted logistic regression models predicting recidivism from the RISE-IT components received in the facility by the RISE-IT sample, were all non-significant (all <emph>p</emph>-values >.101). In other words, our second research question yielded null findings, indicating none of the individual RISE-IT components were significant predictors of recidivism within the RISE-IT sample.</p> <hd id="AN0176352353-10">Discussion</hd> <p>To address the first research question, this study compared the recidivism rate of youth receiving the RISE-IT services with those receiving traditional services. With technology enhanced specialized programming, RISE-IT participants were less likely to recidivate compared to the comparison group. One possible reason for this reduction could be attributed to the exposure to technology during <emph>Enhanced RAC</emph>, where youth were given access to the login and exposure to an online platform to create a digital reentry plan. A designated TS provided frequent contact and regular updating of these case plans. Another reason could be that the enhanced reentry services included integration of technology (three to nine months prior to release) and post-release supports for 30 days after release where they received individualized transition supports to reentry.</p> <p>Supporting our previous research, this study suggests that the TS's role is critical (Mathur et al., [<reflink idref="bib24" id="ref56">24</reflink>]). They build a trusting relationship with the youth, individualize supports, and enable youth to connect with new education or employment opportunities (Griller Clark et al., [<reflink idref="bib18" id="ref57">18</reflink>]; Mathur et al., [<reflink idref="bib24" id="ref58">24</reflink>]). RISE-IT program components provided increased staff interaction, specifically with the designated TS. The TS tried to understand the youth's needs and abilities, planned treatment and support services accordingly during their stay, and offered frequent contact and communication with the youth and their families for at least 30 days post-release. The personal interaction and frequent contact opportunities between the TS and youth may have played an important role in developing a trusting relationships, encouraging positive youth engagement, and lowering recidivism rates. These findings are in alignment with our previous research that supports individualized transition planning with a designated TS (Griller Clark et al., [<reflink idref="bib18" id="ref59">18</reflink>]; Mathur et al., [<reflink idref="bib24" id="ref60">24</reflink>]).</p> <p>Technology has also been found to be a useful tool as it does not just allow the mechanization of prevailing tasks; it also allows youth flexibility in thinking, problem solving, and independent learning (Griller Clark et al., [<reflink idref="bib19" id="ref61">19</reflink>]). A brief introduction to cognitive restructuring was embedded in <emph>Enhanced RAC</emph> for all RISE-IT youth through the M2W introduction lesson. A more in-depth exposure to cognitive restructuring, soft skills, and self-determination was provided to youth who participated in the VOC 361 course, which included the M2W transition curriculum.</p> <p> <emph>Transition planning</emph> was another major component available to most of the youth in RISE-IT. Transition planning by the TS included prerelease activities that assist youth in becoming engaged when released, like identification of barriers and facilitators to successful reentry. In fact, planning should be youth-centered, and focus on awareness of available education programs and employment supports for the youth and the family within local communities (Griller Clark et al., [<reflink idref="bib21" id="ref62">21</reflink>]).</p> <p>The use of recidivism rates, as a proxy for reoffending, has its limitations, as it does not account for changes in behavior or seriousness of offense, nor does it account for other positive outcomes (Dempsey et al., [<reflink idref="bib13" id="ref63">13</reflink>]). Nonetheless, recidivism is an inevitable performance indicator for reentry programming. Future research needs to address the changes in the trajectory of youth using various types of engagement data post-release.</p> <p>To address the second research question, we conducted the within-group analysis of the RISE-IT group and found that none of the components, in isolation, was significant in predicting reduced recidivism, rather the combination of these components was more likely to decrease reoffending behaviors. Only the first component, <emph>enhanced RAC,</emph> was available to all youth. The other components were offered to as many youths as possible by the facility administration based on the scheduling and availability. The second component, <emph>transition planning,</emph> was available to most youth, but not all. Fewer youth had access to vocational programs and VOC 361, the <emph>Merging Two Worlds</emph> course. While case management was provided for 30 days post-release, only 56 youth utilized this service. This was the only program component in which participation was initiated by youth, as youth were not mandated to contact the TS post-release. The RISE-IT components took place at various stages of reentry programming, creating a continuum of care during the secure care process. Since all participants in the Intervention Group did not receive all of the RISE-IT components, it is important that additional research be conducted to further understand how youth and administrators make decisions related to participation in technology-related career preparation and reentry opportunities.</p> <p>Due to the frequent contact maintained by the designated TS and the structure that was created by the RISE-IT services for providing the targeted supports needed by youth, the youth were less likely to recidivate. Particularly since no specific components of the programming were significantly related to reduced recidivism, it is conceivable that it was the combined positive effects from having focused on career preparation and reentry contact with more individuals, that included more stimulating experiences, rather than the specific components themselves. Thus, there is a need for research that attempts to identify specific components and systematically introduce them to measure their impact individually as they are introduced.</p> <p>RISE-IT was timely, in that it began a shift in focus to technology as a means of promotion and development for this JJ population. It initiated efforts to increase technical skills, close the achievement gap in STEM fields, and foster additional productive post-release employment and citizenship. Although there were obstacles to embedding some program components, the initiative is now moving steadily forward. The recent pandemic has forced greater implementation of technology as a means to provide instruction safely for both youth and staff. Youth are now participating in an app-based STEM focused transition curriculum, that would not have been possible without the emphasis on technology and foundational improvements made by RISE-IT (Griller Clark et al., [<reflink idref="bib19" id="ref64">19</reflink>]).</p> <hd id="AN0176352353-11">Implications</hd> <p>This study provides support for reentry programming that includes technology enhanced transition planning, vocational preparation, cognitive restructuring, and 30-day aftercare supports for youth success. Youth in JJ facilities deserve to learn in a technology enhanced environment. There is also a significant need to explore adaptations of technology that are more realistic in JJ settings. Future research needs to include randomized control trials to establish a reliable link between the components of the reentry program and its effects. Another important implication is that reentry programming should focus on early engagement to reduce recidivism by providing personalized supports for at least 30 days post-release. The importance of a designated TS, who has a trusted relationship with youth, remains available through various components of reentry programming, and is able to network across various youth serving agencies is evident through this research.</p> <hd id="AN0176352353-12">Limitations</hd> <p>One limitation to the findings is the lack of random assignment of the groups and the lack of randomized participant selection prior to the study. Although randomization refers to a sound methodological procedure for research and provides credible evidence, the facilities view depriving control group of services that maybe beneficial as unethical (Baunach, [<reflink idref="bib6" id="ref65">6</reflink>]). Researchers in this study and the administrators of the facility had to decide to provide open access to any youth to a newly launched technology after the launch date of the RISE-IT program. Thus, it was not possible to randomize participant selection into the two groups. That is why the RISE-IT group was compared with the comparison group consisting of newly committed youth, who were in the facility prior to implementation of RISE-IT and received traditional education and transition services.</p> <p>Also, findings of this study cannot be generalized, as they are limited to youth in one JJ setting. Every facility is different in their philosophy about technology, restrictiveness, infrastructure, the quality of staff and their relationships with youth. Multiple studies would be needed to create a broader understanding of the implementation of technology in various JJ settings. Treatment integrity or fidelity of implementation data were not systematically measured other than receiving weekly progress report from the TS. Factors that interfere with fidelity checks include security issues that compromise implementation, limited access to background information on participants, and youth turnover (Jolivette, [<reflink idref="bib22" id="ref66">22</reflink>]).</p> <p>There exists a pressing need for future research to better understand the effective components of reentry programming. Although randomized control trials are needed to examine all aspects of reentry programming, oftentimes they are not feasible due to numerous difficulties with conducting research in JJ facilities. Some of the RISE-IT components were not available to all RISE-IT youth, due to individual choice or administrative decision. As a result, participation in some components remained very small making it difficult to evaluate the components. Another limitation is that this initiative was supported by the SCA funds and funding supports available through this initiative may differ from funding under the standard situation.</p> <hd id="AN0176352353-13">Conclusion</hd> <p>JJ facilities need to normalize digital access for every youth. Youth in JJ facilities need exposure to technology enhanced reentry programming. JJ facilities should provide youth experiences with similar types of educational technologies as in public schools. Collaboration with education and IT providers should become a regular feature in JJ facilities. Although the findings are unclear about specific components of the RISE-IT program, it is evident that some combination of components is effective in reducing the recidivism of juveniles. With technology enhanced reentry programming, JJ facility residents can develop their employment skills, find job opportunities, create resumes, and complete education or certification programs. These skills are vital for their successful transition. Research has consistently shown that as youth increase their education and skill development, their likelihood to reoffend decreases (Council of State Governments Justice Center, [<reflink idref="bib11" id="ref67">11</reflink>]; Miller et al., [<reflink idref="bib27" id="ref68">27</reflink>]). If youth are disengaged or unprepared, they are at a high risk of reoffending after release.</p> <p>The findings of this study highlight that JJ facilities need a technology-based infrastructure to provide robust technology education to youth (Gaffney, [<reflink idref="bib16" id="ref69">16</reflink>]). The funding for this project supported the infrastructure, software, and access to the internet. Resources of RISE-IT helped in strengthening the curriculum in the participating JJ facility and expanded its course offerings. With access to technology and internet, participating youth were able to direct more time toward their education services, which may have helped in reducing the recidivism for youth. The findings of the study suggest that technology enhanced education is critical for reducing JJ youths' chances of recidivating (Gaffney, [<reflink idref="bib16" id="ref70">16</reflink>]).</p> <ref id="AN0176352353-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Altschuler, D. M., & Brash, R. (2004). Adolescent and teenage offenders confronting the challenges and opportunities of reentry. Youth Violence and Juvenile Justice, 2 (1), 72 – 87. https://doi.org/10.1177/1541204003260048</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Ameen, E. J., & Lee, D. L. (2012). Vocational training in juvenile detention: A call for action. 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U.S. Department of Education, Office of Educational Technology. https://tech.ed.gov/files/2015/12/NETP16.pdf</bibtext> </blist> <blist> <bibtext> U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in education: National Education Technology Plan Update.</bibtext> </blist> <blist> <bibtext> Visher, C. A., Lattimore, P. K., Barrick, K., & Tueller, S. (2017). Evaluating the long-term effects of prisoner reentry services on recidivism: What types of services matter? Justice Quarterly, 34 (1), 136 – 165. https://doi.org/10.1080/07418825.2015.1115539</bibtext> </blist> <blist> <bibtext> Zaff, J. F., Ginsberg, K. K., Boyd, M. J., & Kakli, Z. (2014). Reconnecting disconnected youth: Examining the development of productive engagement. Journal of Research on Adolescence, 24 (3), 526 – 540. https://doi.org/10.1111/jora.12109</bibtext> </blist> </ref> <aug> <p>By Sarup R. Mathur; Heather Griller Clark and Jeff M. Gau</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Sarup R. Mathur , PhD, is Ryan C. Harris Professor in Special Education at Mary Lou Fulton Teachers College at Arizona State University. Her areas of expertise include emotional, behavioral and mental health issues of children, juvenile delinquency, teacher education, professional development, and professional learning.</p> <p>Heather Griller Clark , Ph.D., is a Principle Research Specialist at Mary Lou Fulton Teachers College at Arizona State University. Her research and inquiry is driven by her desire to ensure that system involved youth, especially those with disabilities, are provided relevant, effective, research-based instruction and transition services.</p> <p>Jeff M. Gau is a Research Associate at the University of Oregon in the Center on Human Development. He has been involved in the analysis of longitudinal data, randomized trials, and group randomized trials for more than 25 years and has accumulated more than 100 peer-reviewed publications.</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib39" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib33" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib38" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib32" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib10" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib34" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib21" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib30" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib27" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib31" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib35" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib12" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib37" firstref="ref27"></nolink> <nolink nlid="nl18" bibid="bib36" firstref="ref29"></nolink> <nolink nlid="nl19" bibid="bib29" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib26" firstref="ref32"></nolink> <nolink nlid="nl21" bibid="bib14" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib19" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref38"></nolink> <nolink nlid="nl24" bibid="bib17" firstref="ref39"></nolink> <nolink nlid="nl25" bibid="bib670" firstref="ref40"></nolink> <nolink nlid="nl26" bibid="bib676" firstref="ref42"></nolink> <nolink nlid="nl27" bibid="bib18" firstref="ref57"></nolink> <nolink nlid="nl28" bibid="bib22" firstref="ref66"></nolink> <nolink nlid="nl29" bibid="bib11" firstref="ref67"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Technology Integration: A Promising Way to Mitigate Recidivism of Youth in Juvenile Justice
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sarup+R%2E+Mathur%22">Sarup R. Mathur</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Griller+Clark%22">Heather Griller Clark</searchLink><br /><searchLink fieldCode="AR" term="%22Jeff+M%2E+Gau%22">Jeff M. Gau</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Preventing+School+Failure%22"><i>Preventing School Failure</i></searchLink>. 2024 68(2):159-166.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Bureau of Justice Assistance (BJA) (DOJ)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 2015RVBX0001
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Recidivism%22">Recidivism</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Juvenile+Justice%22">Juvenile Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Correctional+Rehabilitation%22">Correctional Rehabilitation</searchLink><br /><searchLink fieldCode="DE" term="%22Institutionalized+Persons%22">Institutionalized Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1045988X.2023.2195360
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1045-988X<br />1940-4387
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Justice-involved youth have a high risk of reoffending after release, indicating the need for evidence-based reentry programming. This paper presents the results of a two-year post-release non-randomized comparison study. The study examined the impact of enhanced transition programming, delivered through Reentry Intervention and Support for Engagement by Integrating Technology (RISE-IT), on recidivism by comparing two groups, youth who received enhanced vs. traditional transition services in a secure care facility. Enhanced services included: enhanced reception, assessment & classification, transition planning, vocational preparation, merging two worlds curriculum, and 30-day aftercare support. Results indicate that youth who received enhanced services through RISE-IT had significantly lower rates of recidivism. Limitations and implications for practice, as well as future research, are discussed.
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  Label: Entry Date
  Group: Date
  Data: 2024
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  Data: EJ1419259
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1419259
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1045988X.2023.2195360
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 159
    Subjects:
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Recidivism
        Type: general
      – SubjectFull: Youth
        Type: general
      – SubjectFull: Juvenile Justice
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Outcomes of Treatment
        Type: general
      – SubjectFull: Correctional Rehabilitation
        Type: general
      – SubjectFull: Institutionalized Persons
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
    Titles:
      – TitleFull: Technology Integration: A Promising Way to Mitigate Recidivism of Youth in Juvenile Justice
        Type: main
  BibRelationships:
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          Name:
            NameFull: Sarup R. Mathur
      – PersonEntity:
          Name:
            NameFull: Heather Griller Clark
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            NameFull: Jeff M. Gau
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            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1045-988X
            – Type: issn-electronic
              Value: 1940-4387
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              Value: 68
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              Value: 2
          Titles:
            – TitleFull: Preventing School Failure
              Type: main
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