Behavioral Disorders最新文献_第10页

Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations 有或有患EBD风险的学生的课堂行为:学生性别影响教师评分，但不影响直接观察

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-03-13 DOI: 10.1177/0198742920911651

Amanda W. Sheaffer, Caitlyn E. Majeika, Allison F. Gilmour, J. Wehby

{"title":"Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations","authors":"Amanda W. Sheaffer, Caitlyn E. Majeika, Allison F. Gilmour, J. Wehby","doi":"10.1177/0198742920911651","DOIUrl":"https://doi.org/10.1177/0198742920911651","url":null,"abstract":"As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers’ perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352). We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers’ perceptions may inform intervention selection and implementation for students with or at risk of EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"96 - 107"},"PeriodicalIF":1.7,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43588575","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: 7

A National Survey on Mental Health Professional Development in Juvenile Justice Facilities: Implications for Youth Reentry 全国青少年司法机构心理健康专业发展调查:对青少年重返社会的影响

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-03-10 DOI: 10.1177/0198742920911183

Joseph Calvin Gagnon, Jacqueline M. Swank

{"title":"A National Survey on Mental Health Professional Development in Juvenile Justice Facilities: Implications for Youth Reentry","authors":"Joseph Calvin Gagnon, Jacqueline M. Swank","doi":"10.1177/0198742920911183","DOIUrl":"https://doi.org/10.1177/0198742920911183","url":null,"abstract":"A national study of clinical directors examined professional development (PD) focused on mental health provided to professionals in juvenile justice facilities for adjudicated youth. A total of 85 clinical directors responded to a mail survey (45% return rate). The survey questions related to (a) topics of staff training and the basis for choosing topics, (b) which professionals participated in each PD topic, (c) training format and frequency of PD, (d) recommended attributes of PD, (e) methods of evaluating PD, and (f) adequacy of PD and how can it be improved. For each topic, PD was typically provided once per year and face to face, rather than online. PD participation rates were commonly in the 30% and 40% ranges for professionals other than clinical directors and counselors, with teachers, correctional officers, administrators, and teaching assistants receiving PD the least. Rarely did PD include recommended attributes of PD, and it was commonly viewed as ineffective. Implications for research and practice related to PD and its relationship to youth reentry from juvenile justice facilities are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"149 - 162"},"PeriodicalIF":1.7,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427236","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: 3

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-02-10 DOI: 10.1177/0198742920902374

Elizabeth Talbott, Jaime L. Zurheide, G. Karabatsos, Skip Kumm

{"title":"Similarity in Teacher Ratings of the Externalizing Behavior of Twins: A Meta-Analysis","authors":"Elizabeth Talbott, Jaime L. Zurheide, G. Karabatsos, Skip Kumm","doi":"10.1177/0198742920902374","DOIUrl":"https://doi.org/10.1177/0198742920902374","url":null,"abstract":"Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design. We retrieved n = 53 correlations from n = 7,885 pairs of monozygotic (MZ) twins and n = 67 correlations from n = 11,696 pairs of dizygotic (DZ) twins with two goals: (a) to test the best-fitting models for predicting similarity (correlations) in teacher ratings of MZ and DZ twin pairs and (b) to identify significant predictors in the respective models. We found that, for both MZ and DZ twins, the best-fitting model included all predictors and interactions. In the MZ model, we found a significant positive interaction between the percentage of same teachers who completed the ratings and male twins; in the DZ model, we found a significant negative interaction between the percentage of same teachers who completed the ratings and opposite sex twins. Teacher ratings converged and diverged in expected ways, advancing research in the context of the attributions-bias-context (ABC) model of informant ratings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"80 - 95"},"PeriodicalIF":1.7,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920902374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42439107","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

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion 用于识别工作完成的增强因素的并行操作分析框架的初步评估

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-02-01 DOI: 10.1177/0198742919837647

B. Lloyd, Kayla R. Randall, Emily S. Weaver, Johanna L. Staubitz, Naomi Parikh

{"title":"An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion","authors":"B. Lloyd, Kayla R. Randall, Emily S. Weaver, Johanna L. Staubitz, Naomi Parikh","doi":"10.1177/0198742919837647","DOIUrl":"https://doi.org/10.1177/0198742919837647","url":null,"abstract":"Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"102 - 85"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919837647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878329","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: 4

Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems 影响高中生情绪/行为问题家长参与特殊教育的相关因素

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-02-01 DOI: 10.1177/0198742919883276

Ryan G. Carlson, R. Hock, M. George, Gerda Kumpiene, M. Yell, Esther D. McCartney, Davis E. Riddle, M. Weist

{"title":"Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems","authors":"Ryan G. Carlson, R. Hock, M. George, Gerda Kumpiene, M. Yell, Esther D. McCartney, Davis E. Riddle, M. Weist","doi":"10.1177/0198742919883276","DOIUrl":"https://doi.org/10.1177/0198742919883276","url":null,"abstract":"This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"103 - 116"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919883276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48657920","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: 13

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review 增加学生回应机会的教师策略：系统方法论综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-02-01 DOI: 10.1177/0198742919828310

E. A. Common, K. Lane, E. Cantwell, Nelson C. Brunsting, W. Oakes, K. Germer, L. A. Bross

{"title":"Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review","authors":"E. A. Common, K. Lane, E. Cantwell, Nelson C. Brunsting, W. Oakes, K. Germer, L. A. Bross","doi":"10.1177/0198742919828310","DOIUrl":"https://doi.org/10.1177/0198742919828310","url":null,"abstract":"We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"67 - 84"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919828310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477307","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: 26

An Evidence-Based Review and Meta-Analysis of Active Supervision 主动监护的循证回顾与元分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-02-01 DOI: 10.1177/0198742919851021

Nicholas A. Gage, Todd Haydon, Ashley S. Macsuga-Gage, Emily M. Flowers, Lyndsie A. Erdy

{"title":"An Evidence-Based Review and Meta-Analysis of Active Supervision","authors":"Nicholas A. Gage, Todd Haydon, Ashley S. Macsuga-Gage, Emily M. Flowers, Lyndsie A. Erdy","doi":"10.1177/0198742919851021","DOIUrl":"https://doi.org/10.1177/0198742919851021","url":null,"abstract":"Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"117 - 128"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919851021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339953","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: 6

The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication 全校积极行为干预和支持对学科排斥的影响:一个概念复制

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2019-12-26 DOI: 10.1177/0198742919896305

Nicholas A. Gage, Nicolette M. Grasley-Boy, Michael Lombardo, Lucas Anderson

{"title":"The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication","authors":"Nicholas A. Gage, Nicolette M. Grasley-Boy, Michael Lombardo, Lucas Anderson","doi":"10.1177/0198742919896305","DOIUrl":"https://doi.org/10.1177/0198742919896305","url":null,"abstract":"Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"42 - 53"},"PeriodicalIF":1.7,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919896305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596347","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: 9

Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2 青少年EBD风险和保护因素的性别差异:来自NLTS2的研究结果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2019-12-14 DOI: 10.1177/0198742919894288

Abigail Novak, Daniel V. Poling, Rebecca L Muller, David J. Peyton

引用次数: 4

Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach 利益相关者对残疾青年罪犯重返学校和社区的看法：一种生态学方法

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2019-12-14 DOI: 10.1177/0198742919891414

Deanne Unruh, Miriam Waintrup, Charlotte Y. Alverson, M. Erickson, C. MaGee

{"title":"Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach","authors":"Deanne Unruh, Miriam Waintrup, Charlotte Y. Alverson, M. Erickson, C. MaGee","doi":"10.1177/0198742919891414","DOIUrl":"https://doi.org/10.1177/0198742919891414","url":null,"abstract":"Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"175 - 186"},"PeriodicalIF":1.7,"publicationDate":"2019-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919891414","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49572161","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: 2