Alcohol and other drug use among adolescents with disabilities

Substance Use in People with Mental Retardation

Substance misuse and abuse are factors frequently contributing to poor outcomes in the general community. The literature in this area currently suggests that people with mental retardation may experience difficulties living in the community, many of which parallel the negative consequences associated with substance misuse and abuse in the general population. Although the link between substance use and misuse with level of functioning for people with mental retardation has not been established, extant data indicate further exploration might be worthwhile. This article critically reviews the available research, identifies areas for further exploration, and offers suggestions for professionals in rehabilitation counseling.

Students at Risk

Students with mild educational disabilities are characterized by cognitive and behavioral deficiencies. Such students are diagnosed, labeled and provided with special educational support. In contrast, at-risk students are characterized by risk factors, that is, attributes and circumstances associated with increased probability of academic, personal and social difficulties. Such students require a broad range of interdisciplinary intervention and prevention efforts. Review of the literature reveals that students with mild educational disabilities are remarkably similar to at-risk students in terms of characteristics and life experiences. Given that intervention for at-risk students is comprehensive, less stigmatizing and potentially more effective, it is recommended that conceptual foundations associated with mild educational disabilities be replaced with the theoretical underpinnings of studenits at risk.

Differences in drinking expectancies and motives for regular education and special education high school students with emotional/behavioral disorders

Alcohol expectancies and drinking motives were compared for regular education students (n=159) and students with emotional/behavioral disorders (EBD) receiving special education services (n=51). Differences existed between groups with respect to expected negative social consequences and emotional and physical outcomes associated with drinking. Across groups, drinkers reported more positive alcohol expectancies than non-drinkers, while non-drinkers reported more negative alcohol expectancies than drinkers. Differences also existed between the regular education and EBD students who drank with respect to coping, conformity, and social motives. Accounting for sample sizes differences, the relationship between alcohol use and negative physical effect was stronger for regular education students, while the relationship between alcohol use and conformity motives was stronger for the EBD group.

Associations among sleep problems, learning difficulties and substance use in adolescence

This study investigated the relationships among sleep problems, learning difficulties and substance use in adolescence. Previous research suggests that these variables share an association with executive functioning deficits, and are intertwined. The sample comprised 427 adolescents (M age = 16 years) attending remedial schools and 276 adolescents (M age = 15 years) attending a mainstream school in Cape Town, South Africa. Participants completed anonymous self-report questionnaires. Results indicated that adolescents without learning difficulties were more likely to use tobacco, methamphetamine and cannabis, whereas those with learning difficulties engaged in more inhalant use. Adolescents who had more sleep problems were more likely to use tobacco, alcohol, methamphetamine, cannabis, inhalants, cocaine, ecstasy and any other illegal drug. Adolescents with learning difficulties had more sleep problems than those without learning difficulties. However, sleep problems remained independently associated with tobacco, cannabis and inhalant use when learning difficulties were taken into account.

Adolescent substance use: preliminary examinations of school and neighborhood context

In considering the influences of microsystems on adolescent substance use, familial and peer contexts have received the most extensive attention in the research literature. School and neighborhood settings, however, are other developmental contexts that may exert specific influences on adolescent substance use. In many instances, school settings are organized to provide educational services to students who share similar educational abilities and behavioral repertoires. The resulting segregation of students into these settings may result in different school norms for substance use. Similarly, neighborhood resources, including models for substance use and drug sales involvement, may play an important role in adolescent substance use. We briefly review literature examining contextual influences on adolescent substance use, and present results from two preliminary studies examining the contribution of school and neighborhood context to adolescent substance use. In the first investigation, we examine the impact of familial, peer, and school contexts on adolescent substance use. Respondents were 283 students (ages 13 to 18) from regular and special education classrooms in six schools. Although peer and parental contexts were important predictors of substance use, school norms for drug use accounted for variance in adolescent use beyond that explained by peer and parental norms. Data from a second study of 114 adolescents (mean age = 15) examines neighborhood contributions to adolescent substance use. In this sample, neighborhood indices did not contribute to our understanding of adolescent substance use. Implications for prevention are presented.