Behavioral Disorders最新文献_第2页

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD 通过低强度干预增强教师的能力：利用 "做个好孩子 "游戏促进多动症学生的积极行为

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-01-31 DOI: 10.1177/01987429231224758

Keetam D. F. Alkahtani

引用次数: 0

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs 行为分析师和心理健康专家对合作支持有强化干预需求的学生的看法

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-01-27 DOI: 10.1177/01987429231225623

Marney S. Pollack, B. Lloyd, Gabrielle E. Crowell, Matthew A. Santini, Elizabeth E. Biggs

{"title":"Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs","authors":"Marney S. Pollack, B. Lloyd, Gabrielle E. Crowell, Matthew A. Santini, Elizabeth E. Biggs","doi":"10.1177/01987429231225623","DOIUrl":"https://doi.org/10.1177/01987429231225623","url":null,"abstract":"Interdisciplinary collaboration is critical to address the multiple and varied needs of students with social/emotional and behavioral (SEB) challenges. Yet little is known about the nature of collaboration between two specialist groups who commonly support them: behavior analysts and mental health specialists. Considering expectations for collaboration, and the potential challenges unique to this partnership, we conducted a series of interviews to explore these specialists’ experiences and perspectives around collaboration. We used a qualitative description approach, which led to identifying themes related to (a) specialists’ preparation to collaborate, (b) facilitators and barriers to effective collaboration, and (c) supports needed to collaborate more effectively in their current roles. Specialists from both groups felt their pre-service training inadequately prepared them to collaborate with one another. They identified several factors that impacted their ability to meaningfully collaborate and expressed needs for cross-discipline education, collaborative conversations, and training on “soft skills” to partner more effectively. We highlight distinct and overlapping perspectives within and across themes between behavior analysts and mental health specialists and discuss implications for improving the quality of these important partnerships.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592462","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

Check-In/Check-Out (CICO) in High School: Results From a Small Randomized Controlled Trial 高中签到/签退 (CICO)：小型随机对照试验的结果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-01-19 DOI: 10.1177/01987429231225461

K. Flannery, Mimi McGrath Kato, Angus Kittelman, Nadia Katul Sampson, Kent McIntosh

{"title":"Check-In/Check-Out (CICO) in High School: Results From a Small Randomized Controlled Trial","authors":"K. Flannery, Mimi McGrath Kato, Angus Kittelman, Nadia Katul Sampson, Kent McIntosh","doi":"10.1177/01987429231225461","DOIUrl":"https://doi.org/10.1177/01987429231225461","url":null,"abstract":"The purpose of this study was to provide initial evidence of the effectiveness of Check-In/Check-Out-High School (CICO-HS) on high school student outcomes. Check-In/Check-Out-High School is a version of CICO, an established Tier 2 intervention designed to improve student academic and social behavior, adapted to increase effectiveness and feasibility in high schools. Key adaptations in CICO-HS include increased student agency through goal setting and self-rating, and increased efficiency through use of a mobile application for data collection, progress monitoring, and family communication. This randomized controlled trial (RCT) was conducted during the 2021–2022 school year and included 14 ninth grade students in one public high school in the Pacific Northwest. Students were randomly assigned to receive CICO-HS or a waitlist/control condition. Although underpowered, the RCT results showed meaningful improvements (small to moderate effect sizes) in student attendance (unexcused tardies and absences) and teacher ratings of student academic and social behaviors. Moreover, students and school personnel rated CICO-HS components as being socially acceptable to implement in high school. Implications for future research to replicate and expand study findings and for practice to scale up CICO-HS with fidelity in high schools are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612308","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

Examining Written Expression Curriculum-Based Measurement for Students With Emotional and Behavioral Challenges 检验书面表达能力以课程为基础，对有情绪和行为挑战的学生进行测量

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-12-15 DOI: 10.1177/01987429231215744

J. Romig, Hannah M. Mathews, Amanda A. Olsen

{"title":"Examining Written Expression Curriculum-Based Measurement for Students With Emotional and Behavioral Challenges","authors":"J. Romig, Hannah M. Mathews, Amanda A. Olsen","doi":"10.1177/01987429231215744","DOIUrl":"https://doi.org/10.1177/01987429231215744","url":null,"abstract":"Students with emotional and behavioral challenges often struggle with writing. Curriculum-based measurement (CBM) is an assessment used for a variety of purposes including screening, progress monitoring, and data-based individualization. However, little research has examined technical properties of writing CBM data and supported inferences. This study examined criterion validity of two CBM tasks with the Test of Written Language-4 and whether writing fluency was affected by writing prompt type. Thirty-eight students in 7th-12th grades with emotional and behavioral challenges completed a descriptive writing task and a narrative writing task. Writing samples were scored for the number of words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. Across all scoring procedures, associations between the descriptive prompt and the Test of Written Language-4 (number of words written, r = .27 [−.12, .58], words spelled correctly, r = .33 [−.05, .62]; correct word sequences, r = .38 [01, .65]; and correct minus incorrect word sequences, r = .44 [.08, .69] were stronger than associations between the narrative prompt and criterion measure.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996832","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

Definitions of and Evaluation Procedures for Emotional Disturbance: A Tale of 50 States 情感障碍的定义和评估程序：50 个州的故事

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-11-29 DOI: 10.1177/01987429231215352

M. Sallese, J. Garwood, Kimberly J. Vannest, Tammy Kolbe, Alex Carlson

引用次数: 0

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review 重复阅读对有及有患EBD风险学生流利性的影响:一项基于证据的回顾

4区心理学

Behavioral Disorders Pub Date : 2023-10-16 DOI: 10.1177/01987429231199668

Lauren W. Collins, Sara E. C. Cook, Jennifer Ninci, Iana Weingrad

{"title":"The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review","authors":"Lauren W. Collins, Sara E. C. Cook, Jennifer Ninci, Iana Weingrad","doi":"10.1177/01987429231199668","DOIUrl":"https://doi.org/10.1177/01987429231199668","url":null,"abstract":"Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the use of this intervention for this population. The purpose of this study was to conduct an evidence-based review that examined the use of repeated reading in improving oral reading fluency outcomes for students with and at risk for emotional and behavioral disorders according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. To focus on students with and at risk for emotional and behavioral disorders, we only included studies that included or disaggregated results for the target population. Although this narrow scope resulted in only six studies for inclusion, repeated reading was classified as having mixed evidence for improving the oral reading fluency of students with emotional and behavioral disorders and insufficient evidence for students at risk. We discuss the implications for research and practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112747","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

Using Performance Feedback With and Without Goal Setting on Teachers’ Classroom Management Skills 有无目标设置的绩效反馈对教师课堂管理技能的影响

4区心理学

Behavioral Disorders Pub Date : 2023-10-07 DOI: 10.1177/01987429231201096

Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock, Angie B. Harris

{"title":"Using Performance Feedback With and Without Goal Setting on Teachers’ Classroom Management Skills","authors":"Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock, Angie B. Harris","doi":"10.1177/01987429231201096","DOIUrl":"https://doi.org/10.1177/01987429231201096","url":null,"abstract":"Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants included four general and special educators at an alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253585","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

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders 情绪与行为障碍教师的自我效能、倦怠与离职意向

4区心理学

Behavioral Disorders Pub Date : 2023-10-07 DOI: 10.1177/01987429231201566

Nelson C. Brunsting, Kristabel Stark, Elizabeth Bettini, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Marcia L. Rock

{"title":"Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders","authors":"Nelson C. Brunsting, Kristabel Stark, Elizabeth Bettini, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Marcia L. Rock","doi":"10.1177/01987429231201566","DOIUrl":"https://doi.org/10.1177/01987429231201566","url":null,"abstract":"Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs’ intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined attrition intentions among SETs serving students with emotional and behavioral disorders (EBDs), using longitudinal survey data from a nationally representative sample of teachers in the 2019–2020 school year (fall-winter-spring). We measured teachers’ self-efficacy and burnout in fall, winter, and spring as well as teachers’ intent to leave in spring. We found all three dimensions of fall burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) had an indirect effect on spring intent to leave. All three dimensions of burnout in the spring predicted intent to leave, as did winter scores on depersonalization. Cross-time relationships between of dimensions of self-efficacy and burnout were revealed; however, at no timepoint was self-efficacy a significant predictor of intent to leave in spring, whether directly or indirectly. We discuss implications for both practitioners and researchers.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254942","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

Student Interview-Informed Behavior Contracts for High School Students Identified as At-Risk 高中生访谈知情行为契约被确定为有风险

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-08-14 DOI: 10.1177/01987429231184808

S. Schrieber, Mary E. Ware, Evan H. Dart

{"title":"Student Interview-Informed Behavior Contracts for High School Students Identified as At-Risk","authors":"S. Schrieber, Mary E. Ware, Evan H. Dart","doi":"10.1177/01987429231184808","DOIUrl":"https://doi.org/10.1177/01987429231184808","url":null,"abstract":"Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818366","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

Social-Emotional Learning Intervention for K–1 Students At Risk for Emotional and Behavioral Disorders: Mediation Effects of Social-Emotional Learning on School Adjustment 社会情绪学习对小学一年级情绪和行为障碍风险学生的干预:社会情绪学习对学校适应的中介作用

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-07-31 DOI: 10.1177/01987429231185098

Ann P. Daunic, Burak Aydin, Nancy L. Corbett, Stephen W. Smith PhD, Delaney L. Boss, E. Crews

{"title":"Social-Emotional Learning Intervention for K–1 Students At Risk for Emotional and Behavioral Disorders: Mediation Effects of Social-Emotional Learning on School Adjustment","authors":"Ann P. Daunic, Burak Aydin, Nancy L. Corbett, Stephen W. Smith PhD, Delaney L. Boss, E. Crews","doi":"10.1177/01987429231185098","DOIUrl":"https://doi.org/10.1177/01987429231185098","url":null,"abstract":"Education researchers, policy makers, and practitioners have emphasized the role social-emotional learning and self-regulation play in children’s adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest–posttest cluster-randomized efficacy trial of the Social-Emotional Learning Foundations (SELF) curriculum for kindergarten–first-grade students found positive main effects on assessments of self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. This study is a secondary analysis using structural equation modeling to explore whether SELF effects on school adjustment were mediated by its effects on language and/or self-regulation related outcomes. Findings replicated direct effects of treatment but did not support hypothesized mediators. In contrast, direct effects of treatment on measures of competent school functioning and internalizing behavior were mediated by outcome effects on a standardized measure of social-emotional learning competence. Study findings underscore the fundamental importance of social-emotional learning to school success and suggest related measurement issues in social-emotional learning and topics for further research.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47258725","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