Behavioral Disorders最新文献

An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools 分析 SRSS-IE 外化切分分数，促进 K-12 学校根据数据做出决策

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-11-02 DOI: 10.1177/01987429241269519

Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine

{"title":"An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools","authors":"Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine","doi":"10.1177/01987429241269519","DOIUrl":"https://doi.org/10.1177/01987429241269519","url":null,"abstract":"We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142566063","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

Disability Status and Early Suicide Risk Among Children With and Without a History of Suspensions/Expulsions 有和没有停学/开除史的儿童的残疾状况与早期自杀风险

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-10-28 DOI: 10.1177/01987429241287158

Danielle R. Harrell, Ambra L. Green, Janine Shuman, Aundraea Brown

引用次数: 0

Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs 科威特教师的课堂行为管理实践、经验和信念

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-10-26 DOI: 10.1177/01987429241292300

Khaled Alkherainej, Christopher Pinkney

引用次数: 0

Long-Term Trends in Socially Maladjusted Behavior of Students With and Without Emotional and Behavioral Disorders: A 22-Year Repeated Cross-Sectional Study 有和无情绪和行为障碍学生的社会适应不良行为的长期趋势：一项为期 22 年的重复横断面研究

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-08-29 DOI: 10.1177/01987429241269464

Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein

引用次数: 0

Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis 全纳环境中针对 EBD 学生的学业和行为策略：Meta 分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-07-31 DOI: 10.1177/01987429241261382

Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press

{"title":"Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis","authors":"Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press","doi":"10.1177/01987429241261382","DOIUrl":"https://doi.org/10.1177/01987429241261382","url":null,"abstract":"More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862148","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 Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties 对有行为和学习困难的高中生进行学业干预的综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-07-24 DOI: 10.1177/01987429241261969

S. Blair Payne, Na Young Yoon

引用次数: 0

A Review of Measurement Characteristics Within Single-Case Designs in Special Education 特殊教育中单一案例设计的测量特征综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-05-29 DOI: 10.1177/01987429241249141

Olivia Enders, Seth A. King, Brendon Nylen, Lanqi Wang, Oluwatosin Opeoluwa

{"title":"A Review of Measurement Characteristics Within Single-Case Designs in Special Education","authors":"Olivia Enders, Seth A. King, Brendon Nylen, Lanqi Wang, Oluwatosin Opeoluwa","doi":"10.1177/01987429241249141","DOIUrl":"https://doi.org/10.1177/01987429241249141","url":null,"abstract":"Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177463","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

Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews 比较 What Works Clearinghouse 的单一案例研究标准：系统综述的应用

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-03-28 DOI: 10.1177/01987429241237712

Catharine Lory, Emily Gregori

{"title":"Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews","authors":"Catharine Lory, Emily Gregori","doi":"10.1177/01987429241237712","DOIUrl":"https://doi.org/10.1177/01987429241237712","url":null,"abstract":"Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different evaluation outcomes. To examine potential differences, we applied version 4.1 and 5.0 of the standards to a sample database of SCER addressing the challenging behavior of students with autism in general education settings. Systematic search, screening, and review procedures resulted in a total of 20 articles included for this review. Findings indicated a 27% change in overall ratings across the studies, with version 5.0 leading to lower ratings than version 4.1, due to factors such as a lack of assessment of procedural fidelity, therapeutic baseline trends, and insufficient data points in the first baseline phase. We discuss implications for research based on our findings and recommend future directions for SCER in the field of special education.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331272","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

Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities 教师经历的约束事件和校区对残疾儿童使用约束手段的政策

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-03-20 DOI: 10.1177/01987429241237722

Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa

{"title":"Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities","authors":"Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa","doi":"10.1177/01987429241237722","DOIUrl":"https://doi.org/10.1177/01987429241237722","url":null,"abstract":"Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196143","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

Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs 辅助人员对有高强度行为支持需求的小学生实施恒定时间延迟程序的情况

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-02-19 DOI: 10.1177/01987429241231793

Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples

引用次数: 0