Behavioral Disorders最新文献

An Examination of Secondary Teachers’ Perceptions of Personal Mental Health and the Recognition and Referral of Adolescent Anxiety Disorders 中学教师个人心理健康认知与青少年焦虑障碍认知转诊的调查

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-04-24 DOI: 10.1177/01987429261431238

Kendra V. Saunders, Diana Joyce-Beaulieu, Shujia J. Sun, Jann W. MacInnes, John H. Kranzler, Christopher J. Anthony, Kara M. Dawson

{"title":"An Examination of Secondary Teachers’ Perceptions of Personal Mental Health and the Recognition and Referral of Adolescent Anxiety Disorders","authors":"Kendra V. Saunders, Diana Joyce-Beaulieu, Shujia J. Sun, Jann W. MacInnes, John H. Kranzler, Christopher J. Anthony, Kara M. Dawson","doi":"10.1177/01987429261431238","DOIUrl":"https://doi.org/10.1177/01987429261431238","url":null,"abstract":"Anxiety disorders are the most commonly diagnosed mental health challenge in adolescents. Teachers have emerged as frontline referral agents for students in emotional distress. However, teachers do not consistently identify and refer anxious students for services. Ajzen’s Theory of Planned Behavior posits that attitudes predict behavior, which provides a useful framework for this issue. Using vignettes, the current study examined the relationship between personal mental health attitudes and help-seeking intentions to understand how these aspects might impact problem identification and referral. One hundred thirty-seven secondary teachers participated in this study. Mixed-effects regression modeling examined the predictive relationships between these variables. Teachers’ personal mental health attitudes significantly predicted the accuracy of ratings for moderate and severe symptomology and referral decisions. Help-seeking intentions significantly predicted accuracy and referral decisions in the moderate and severe scenarios. There was also a small but statistically significant negative association with the accuracy of ratings in the mild scenario. Furthermore, teachers’ perceived severity of student symptoms was the strongest predictor of referral decisions, but mental health attitudes continued to increase the likelihood of prediction, even after accounting for perceived severity. Potential implications for research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"68 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147743958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Opportunities to Respond and Behavior-Specific Praise in the Juvenile Justice Setting: Teacher Professional Development and Coaching 青少年司法环境下的回应机会与行为特定表扬：教师专业发展与辅导

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-03-25 DOI: 10.1177/01987429261429143

Katherine A. Graves, Chad A. Rose, Timothy J. Lewis

引用次数: 0

Evaluation of Asynchronous Behavioral Skills Training for MSWO Preference Assessments With Pre-Service Special Education Teachers 非同步行为技能训练对职前特殊教育教师MSWO偏好评估的评价

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-03-24 DOI: 10.1177/01987429261429149

Kylie Ross, Art Dowdy, Tess Fruchtman

{"title":"Evaluation of Asynchronous Behavioral Skills Training for MSWO Preference Assessments With Pre-Service Special Education Teachers","authors":"Kylie Ross, Art Dowdy, Tess Fruchtman","doi":"10.1177/01987429261429149","DOIUrl":"https://doi.org/10.1177/01987429261429149","url":null,"abstract":"High-quality training in evidence-based practices during pre-service preparation is essential for improving special education outcomes. Multiple stimulus without replacement (MSWO) preference assessments are critical for identifying effective reinforcers, yet pre-service teachers often lack systematic training in these procedures. This study evaluated a remote Behavioral Skills Training (BST) package for teaching MSWO implementation to pre-service special education teachers. Using a delayed multiple probe design, four pre-service teachers received remote BST consisting of instructional presentation, video modeling, guided practice, and individualized feedback. The dependent variable was procedural fidelity measured using a nine-step task analysis. All participants demonstrated immediate improvements from baseline (0%–80% accuracy) to 100% implementation fidelity following intervention. Skills maintained at 100% accuracy during 1-week follow-up. Social validity ratings revealed unanimous approval for training effectiveness ( M = 5.0/5.0), although mixed ratings for future implementation likelihood ( M = 4.0/5.0, range: 3–5). Remote BST was used to effectively train pre-service teachers to implement MSWO preference assessments with high fidelity and short-term maintenance. These findings provide initial evidence for remote training approaches in special education teacher preparation, although replication across diverse settings and with student populations is needed to establish broader generalizability.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"19 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Descriptive Assessments, Traditional, and Trial-Based Functional Analyses in Assessing Challenging Behaviors in Children With Autism Spectrum Disorder 比较描述性评估，传统的，和基于试验的功能分析评估自闭症谱系障碍儿童的挑战性行为

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-03-23 DOI: 10.1177/01987429261429145

Emrah Gulboy, Serife Yucesoy-Ozkan, Gozde Tomris

{"title":"Comparing Descriptive Assessments, Traditional, and Trial-Based Functional Analyses in Assessing Challenging Behaviors in Children With Autism Spectrum Disorder","authors":"Emrah Gulboy, Serife Yucesoy-Ozkan, Gozde Tomris","doi":"10.1177/01987429261429145","DOIUrl":"https://doi.org/10.1177/01987429261429145","url":null,"abstract":"Understanding the function of challenging behaviors is essential for developing effective interventions for individuals with autism spectrum disorder (ASD). To determine the function of challenging behaviors, descriptive assessment and functional analysis can be used; however, there are some strengths and limitations of these methods. The current study systematically compared three assessment methods: (1) descriptive assessment, (2) traditional functional analysis (TFA), and (3) trial-based functional analysis (TBFA). The descriptive assessment was conducted first and served as an initial hypothesis-generating method regarding the function of challenging behaviors. Six male children with ASD, ages 12 to 16 years, participated in the study. Results showed exact correspondence between both types of FAs and between descriptive assessment and FAs for five of the six participants. The TBFA identified behavioral function with strong agreement to TFA, required 77% less time, and did not necessitate repeated reinforcement of challenging behavior. These findings suggest that both functional analysis (FA) methods are highly consistent with descriptive assessment outcomes and that TBFA offers a practical, efficient alternative for practice settings. Implications for practice and recommendations for future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"103 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Critical Overview of the Use of Restraints in Educational Settings 在教育环境中使用约束的关键概述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-03-02 DOI: 10.1177/01987429261421267

Joseph B. Ryan, Michael Rozalski, Michael A. Couvillon

{"title":"A Critical Overview of the Use of Restraints in Educational Settings","authors":"Joseph B. Ryan, Michael Rozalski, Michael A. Couvillon","doi":"10.1177/01987429261421267","DOIUrl":"https://doi.org/10.1177/01987429261421267","url":null,"abstract":"A half-century ago, the United States Congress passed Public Law 94-142, the Education for All Handicapped Children Act , to help protect the rights of youth with disabilities. Prior to 1975, many children with emotional and behavioral disorders (EBDs) were denied access to less restrictive learning environments with their peers. Unfortunately, the increased placement of students with EBD within public schools coincided with an increased use of harsh and abusive practices to manage these students. Perhaps among the most controversial procedures adopted by many schools has been the use of restraint, which has resulted in numerous injuries and a number of student deaths. This article provides a critical overview of the controversial issues associated with the use of restraint procedures regarding its (a) safety, (b) inappropriate use, (c) disproportionate use among students with disabilities, (d) inadequate staff training in their use, (e) insufficient documentation, and (f) lack of transparency and oversight. We also discuss current state policies, recent legislation and court decisions, as well as position statements from professional organizations and federal agencies regarding the use of these procedures in schools. Recommendations are provided regarding the use of restraint in schools, alternatives to restraint, and the need for future research.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"283 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147358802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Social Validity of Token Economy Interventions in Instructional Settings: A Registered Report Systematic Review 代币经济干预在教学环境中的社会有效性：一份注册报告系统综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-03-02 DOI: 10.1177/01987429261421266

Lydia A. Beahm, Bryan G. Cook, Einar T. Ingvarsson, Ekemini Eshiett

引用次数: 0

Those That Remain: Novice Teachers Enact Nonexclusionary Classroom Policies Upon Studying the Impact of Exclusionary Practices on the Students That Remain in the Classroom 那些留下来的：新教师制定非排他的课堂政策研究排他的做法对留在课堂上的学生的影响

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-02-23 DOI: 10.1177/01987429261418696

Kushya Sugarman

引用次数: 0

Unsettled Standards: Examining State Laws on Restraint and Seclusion 尚未确定的标准：审查关于约束和隔离的州法律

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-02-23 DOI: 10.1177/01987429261421269

Aimee J. Hackney, Katherine A. Graves, Michelle E. M. Mansfield

{"title":"Unsettled Standards: Examining State Laws on Restraint and Seclusion","authors":"Aimee J. Hackney, Katherine A. Graves, Michelle E. M. Mansfield","doi":"10.1177/01987429261421269","DOIUrl":"https://doi.org/10.1177/01987429261421269","url":null,"abstract":"Restraint and seclusion are practices used by educators to intervene when a student is in imminent danger of hurting themselves or others. These practices are often misused, resulting in negative long-term emotional, behavioral, and academic impacts on students and families. Although restraint and seclusion practices are recognized as dangerous and abusive, there is no federal legislation restricting their use, and states are tasked with developing their own protections for students. The United States Department of Education issued 15 guiding principles to assist states when developing laws governing the use of restraint and seclusion. The current study extends previous research by using micro-coding to analyze and compare how states address each of the 15 guiding principles. Across states, there were considerable inconsistencies in the number of principles covered in state laws and in how each principle was addressed. Recommendations are provided for policymakers at the district and state levels as they review and revise policies and laws to more consistently address the 15 guiding principles and better protect students from the misuse of restraint and seclusion practices.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"18 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146778303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The School Behavior Support Survey: Educator Experiences of Student Behavior in Schools 学校行为支持调查：教育工作者对学校学生行为的经验

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-02-20 DOI: 10.1177/01987429261421263

Gretchen Scheibel, Sarah Wilkinson

{"title":"The School Behavior Support Survey: Educator Experiences of Student Behavior in Schools","authors":"Gretchen Scheibel, Sarah Wilkinson","doi":"10.1177/01987429261421263","DOIUrl":"https://doi.org/10.1177/01987429261421263","url":null,"abstract":"The School Behavior Support Survey (SBSS) is a tool designed to learn about educators’ experiences managing student behavior in schools. The survey asks respondents about the frequency and duration at which they manage varying intensities of student behavior, the negative impacts of that behavior on educators and students, the types of supports available to educators when behaviors occur, whether educators believe those supports are effective, and what barriers influence student behavior. About 3,400 educators responded to the survey in spring 2024. Findings indicate that educators across professional roles are managing all intensities of behavior several times per week, and each instance of behavior takes between 10 and 39 min to address. Educator responses suggest there are many negative effects of student behavior, including disruption to the learning environment, physical injury, and emotional stress. Educators do not find existing supports to be consistently effective in reducing student behavior, and they identify home-based stressors as having a greater influence on student behavior than school-based stressors. Implications for policy, practice, and future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146261175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Case Study Analysis of Intervention Decisions Made by High School Special Education Teachers Within the Context of Technology-Based Self-Monitoring 科技自我监控背景下高中特殊教育教师干预决策的个案分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2026-02-12 DOI: 10.1177/01987429261418714

Sara Estrapala, Gretchen Scheibel, Lindsey Mirielli, Howard Wills

引用次数: 0