Behavioral Disorders最新文献

Convergence, Divergence, and Predictive Validity in Depression and Suicidality Screening Tools with Adjudicated Youth Across Ethnicity 跨种族判定青少年抑郁和自杀筛查工具的趋同、差异和预测效度

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-07-11 DOI: 10.1177/01987429251349130

Joseph Calvin Gagnon, Jia Quan, Matthew L. Daley, Corinne Huggins-Manley, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert

{"title":"Convergence, Divergence, and Predictive Validity in Depression and Suicidality Screening Tools with Adjudicated Youth Across Ethnicity","authors":"Joseph Calvin Gagnon, Jia Quan, Matthew L. Daley, Corinne Huggins-Manley, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert","doi":"10.1177/01987429251349130","DOIUrl":"https://doi.org/10.1177/01987429251349130","url":null,"abstract":"This study evaluated the convergent and discriminant validity of scores from screening tools for depression (Traumatic Symptom Checklist for Children [TSCC], Massachusetts Youth Screening Instrument-Second Version [MAYSI-2], Reynolds Adolescent Depression Scale-Second Edition [RADS-2], Adolescent Psychopathology Scale, Short Form [APSSF-Short Form]) and suicidality (Suicidal Ideation Questionnaire Junior High School Version [SIQ-JR], MAYSI-2) with adjudicated youth. We also evaluated if convergent and divergent correlational relationships were statistically invariant across ethnic groups. Correlations evaluating convergent validity within subscales measuring depression and suicide ideation were r = 0.38–0.56. Correlations evaluating divergent evidence across depression and suicide ideation were r = 0.32–0.58. Concerning convergent correlations, both depression subscales and suicide ideation subscales were nearly 0.1 higher for White youth compared to African American youth. Results indicate that caution is needed when selecting screening tools and the importance of utilizing multiple sources of information, varied methods, and data from multiple settings. Additional results and implications are noted.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603120","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

Friendship Reciprocity, Stability, and Quality of Students With or at Risk for Emotional and Behavioral Disorders 有或有情绪和行为障碍风险的学生的友谊互惠、稳定性和质量

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-07-11 DOI: 10.1177/01987429251349115

Kristen L. Granger, Jason C. Chow, Michael D. Broda, Meghan Reichel

{"title":"Friendship Reciprocity, Stability, and Quality of Students With or at Risk for Emotional and Behavioral Disorders","authors":"Kristen L. Granger, Jason C. Chow, Michael D. Broda, Meghan Reichel","doi":"10.1177/01987429251349115","DOIUrl":"https://doi.org/10.1177/01987429251349115","url":null,"abstract":"The purpose of this study was to provide deeper insight into the substantive nature of the friendships of students with or at risk for emotional and behavioral disorders. We examined the friendship nominations of Kindergarten to third grade students with or at risk for emotional and behavioral disorders (focal students), and their classmates, to describe the reciprocity, stability, and quality of friendships at two time points during the school year. Results revealed that a majority of focal students nominated at least one best friend in the beginning of the year. However, only 32% of these nominations were reciprocated by their classmates. Focal student’s reports of friendship quality did not differ between their reciprocated and unreciprocated nominations. Later in the year, 60% of the friendship nominations from Time 1 remained. However, focal student’s perceptions of friendship quality did not differ between the stable and unstable nominations. Finally, of the friendship nominations that were present at Time 1 and Time 2, approximately 48% were reciprocated. Findings reinforce that focal students experience social challenges, and that this population of students may overestimate the presence of reciprocal friendships. We conclude with a discussion of the implications of this work for research and practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"697 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603118","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 Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making in Secondary Schools 再分析：sss - ie内化分数以支持中学的数据知情决策

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-07-11 DOI: 10.1177/01987429251349127

Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Wendy Peia Oakes, Mark Matthew Buckman, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell

{"title":"A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making in Secondary Schools","authors":"Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Wendy Peia Oakes, Mark Matthew Buckman, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell","doi":"10.1177/01987429251349127","DOIUrl":"https://doi.org/10.1177/01987429251349127","url":null,"abstract":"We report results from this psychometric study, examining convergent validity between internalizing subscale (SRSS-I4) scores from the revised version of the teacher-completed Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale from the Teacher Report Form (TRF). Using the sample of nine middle and high schools across two Midwestern states with 227 sixth- through twelfth-grade students, we replicated the data analytic plan used to determine initial cutting scores for use in secondary schools. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories for secondary students: 0 to 2 low, 3 moderate, and 4 to 12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. We intended to conduct subsequent analysis to address the nested nature of the data. However, 43.70% of teachers rated only one student on the TRF, resulting in there not being enough observations per classroom estimate a meaningful and accurate random slope in many cases. We discuss limitations and directions for future research, encouraging replication before shifting screening practices in middle and high schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"35 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603756","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

Moving the Field Forward in Addressing Educator Biases Related to Intersectional Oppressions Through Mindfulness Training 通过正念训练解决与交叉压迫相关的教育者偏见，推动领域向前发展

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-05-28 DOI: 10.1177/01987429251335309

Lindsay E. Romano

{"title":"Moving the Field Forward in Addressing Educator Biases Related to Intersectional Oppressions Through Mindfulness Training","authors":"Lindsay E. Romano","doi":"10.1177/01987429251335309","DOIUrl":"https://doi.org/10.1177/01987429251335309","url":null,"abstract":"Disparities in school discipline based on student race and disability status remain a major barrier to achieving educational equity. In addition to systemic factors, research suggests that educators’ racial and labeling biases may also be partially responsible for exacerbating these inequities. This article presents a novel mindfulness-based training approach to address bias as it manifests in school discipline at the intersection of race and disability status. Grounded in psychological research on dual process theory, the paper reviews the mental mechanisms responsible for biased thinking in the context of school discipline for multiply-marginalized youth. Mindfulness-based interventions are explored as one approach to reducing the effects of educators’ biases on discipline decisions for students experiencing multiple marginalizations at the intersection of race and disability status. Review of initial evidence pointing to the efficacy of this approach is discussed, suggesting that mindfulness-based training may reduce the effects of bias in schools. Implications for research and practice are then shared, including recommendations for implementing mindfulness-based interventions to advance equity by centering multiply-marginalized youth in schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144165401","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

Behavioral Skills Training and Self-Monitoring to Increase and Maintain the Rate and Quality of Parent-Delivered Praise 通过行为技能培训和自我监控，提高并保持家长表扬的比率和质量

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-03-17 DOI: 10.1177/01987429251324151

Kyleigh P. Ivory, Lee Kern

引用次数: 0

Behavioral Reputations of Elementary Students With or at Risk for Emotional and Behavioral Disorders 有情绪和行为障碍或有风险的小学生的行为声誉

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-02-20 DOI: 10.1177/01987429251314871

Kristen L. Granger, Erica Ross, Meghan Reichel, Sophie Edelman

引用次数: 0

Increasing Prosocial Employment Skills for Adolescents With Emotional and/or Behavioral Disorders: A Systematic Review and Quality Review 提高情感和/或行为障碍青少年的亲社会就业技能：系统评价和质量评价

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-01-29 DOI: 10.1177/01987429251314384

Heather M. Dulas, Lisa Bowman-Perrott, Trudy E. Georgio, Claudia M. Dunn, Yi-Fan Li

{"title":"Increasing Prosocial Employment Skills for Adolescents With Emotional and/or Behavioral Disorders: A Systematic Review and Quality Review","authors":"Heather M. Dulas, Lisa Bowman-Perrott, Trudy E. Georgio, Claudia M. Dunn, Yi-Fan Li","doi":"10.1177/01987429251314384","DOIUrl":"https://doi.org/10.1177/01987429251314384","url":null,"abstract":"In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056951","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

Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries 解决少年司法机构中少女的识字技能问题：运用自我调节策略发展教学方法提高书面摘要

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2025-01-09 DOI: 10.1177/01987429241311297

Allyson Pitzel, Sara Sanders, Lauren Hart Rollins, Olivia R. Hester, Aimee J. Hackney, Kristine Jolivette

引用次数: 0

A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools 重新分析：SRSS-IE内化切分分数支持小学根据数据做出决策的努力

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-11-18 DOI: 10.1177/01987429241289912

Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell

{"title":"A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools","authors":"Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell","doi":"10.1177/01987429241289912","DOIUrl":"https://doi.org/10.1177/01987429241289912","url":null,"abstract":"We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2+ for a risk category, not distinguishing between moderate- and high-risk categories.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670858","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

Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program 利用技术提高替代性特殊教育项目学生的说服性写作成果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-11-16 DOI: 10.1177/01987429241290238

Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison

{"title":"Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program","authors":"Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison","doi":"10.1177/01987429241290238","DOIUrl":"https://doi.org/10.1177/01987429241290238","url":null,"abstract":"A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642994","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