Behavioral Disorders最新文献_第10页

The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review 辅导对k - 12学前教师行为特定表扬的影响:一项系统回顾

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919839221

R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap

{"title":"The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919839221","DOIUrl":"https://doi.org/10.1177/0198742919839221","url":null,"abstract":"In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"148 - 166"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919839221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471835","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: 22

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings 学前教育积极监督的证据基础系统综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919837646

Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies

{"title":"A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings","authors":"Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies","doi":"10.1177/0198742919837646","DOIUrl":"https://doi.org/10.1177/0198742919837646","url":null,"abstract":"Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"167 - 182"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919837646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611475","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

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base 学前教育环境中的行为特定表扬：绘制50年知识库

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919843075

R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap

{"title":"Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919843075","DOIUrl":"https://doi.org/10.1177/0198742919843075","url":null,"abstract":"Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"131 - 147"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919843075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41678394","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: 22

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context 小组学术教学环境中同伴相关社会行为的系统提示

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-04-05 DOI: 10.1177/0198742920911649

Marina S. Velez, E. Barton, P. Yoder, J. C. Wright

{"title":"Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context","authors":"Marina S. Velez, E. Barton, P. Yoder, J. C. Wright","doi":"10.1177/0198742920911649","DOIUrl":"https://doi.org/10.1177/0198742920911649","url":null,"abstract":"We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"67 - 79"},"PeriodicalIF":1.7,"publicationDate":"2020-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425628","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

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers 与保留教师一起评估多媒体教学中嵌入反应的效果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-03-14 DOI: 10.1177/0198742920911178

S. Hirsch, Jason C. Chow, Kristina N. Randall, Shannon L. Nemer, Georgia McKown

引用次数: 0

Predictors of Self-Determination and Mental Health Symptoms Among Youth in Juvenile Justice Facilities 少年司法机构青少年自我决定与心理健康症状的预测因素

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-03-13 DOI: 10.1177/0198742920911182

David E. Houchins, Eliseo Jimenez, N. Langley, K. Plescow, Christopher C Henrich

{"title":"Predictors of Self-Determination and Mental Health Symptoms Among Youth in Juvenile Justice Facilities","authors":"David E. Houchins, Eliseo Jimenez, N. Langley, K. Plescow, Christopher C Henrich","doi":"10.1177/0198742920911182","DOIUrl":"https://doi.org/10.1177/0198742920911182","url":null,"abstract":"The purpose of this article was to examine the relationships between (a) youth and facility characteristics and (b) youth risk and resilience factors (i.e., mental health, self-determination [SD]) in juvenile justice facilities. Extant self-report data from 205 nationally representative correctional facilities and 7,073 youth, collected as part of the Office of Juvenile Justice and Delinquency Survey of Residential Placement, were analyzed. Youth charateristics included sex, race, disability classification, mental health status, traumatic events/abuse encountered, offense committed, and SD. Facility factors included facility climate and counseling services. Results indicated that both prior abuse and victimization in the facility were positively correlated with mental health symptoms and SD. Positive perceptions of facility climate were associated with lower mental health symptoms. Youth who were female, younger, with a learning disability, and had committed a violent offense, reported more mental health symptoms. Positive perceptions of facility climate and receipt of counseling in the facility were associated with higher SD. Contrary to expectations, prior abuse and victimization in the facility were associated with higher SD. Recommendations include creating positive facility climates, developing targeted SD instruction, and providing tailored counseling services to facilitate successful transitions out of juvenile justice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"138 - 148"},"PeriodicalIF":1.7,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505037","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

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