Behavioral Disorders最新文献_第2页

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

Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial 新毕业教师行为管理培训:随机对照试验

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-07-14 DOI: 10.1177/01987429231179890

Stacy N. McGuire, H. Meadan, Y. Xia

{"title":"Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial","authors":"Stacy N. McGuire, H. Meadan, Y. Xia","doi":"10.1177/01987429231179890","DOIUrl":"https://doi.org/10.1177/01987429231179890","url":null,"abstract":"Students who engage in challenging behavior should receive preventive and intervening supports and services in general education settings based on their individual needs. These supports are necessary for students to be successful in school, yet preservice teachers receive limited education and training in both classroom and behavior management. As such, the purposes of this study were to identify the effects of an online behavior management training on newly graduated elementary education teachers immediately after completing their teacher preparation programs and to explore their perceptions regarding the training. A randomized-controlled trial was used, with 39 participants in the intervention group and 44 participants in the waitlist-control group. Results indicated participants in the intervention group showed a statistically significant increase in both knowledge and self-efficacy compared with participants in the waitlist-control group, and insignificant gains in their ability to analyze the use of behavior management strategies. Participants reported feeling the training was highly effective and were eager to implement the strategies with their future students.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910178","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

Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders 探索有情绪和行为障碍的学生的课外活动参与、学校参与和社会能力

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-05-06 DOI: 10.1177/01987429231166675

Sean T. Wachsmuth, Timothy J. Lewis, Nicholas A. Gage

{"title":"Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders","authors":"Sean T. Wachsmuth, Timothy J. Lewis, Nicholas A. Gage","doi":"10.1177/01987429231166675","DOIUrl":"https://doi.org/10.1177/01987429231166675","url":null,"abstract":"A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47541864","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

U.S. Middle and High School Teacher Attributions of Externalizing Student Behavior 美国初高中教师外化学生行为的归因

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-03-31 DOI: 10.1177/01987429231160705

M. Carroll, Katie Baulier, C. Cooper, Elizabeth F. Bettini, Jennifer Greif Green

{"title":"U.S. Middle and High School Teacher Attributions of Externalizing Student Behavior","authors":"M. Carroll, Katie Baulier, C. Cooper, Elizabeth F. Bettini, Jennifer Greif Green","doi":"10.1177/01987429231160705","DOIUrl":"https://doi.org/10.1177/01987429231160705","url":null,"abstract":"Teachers’ attributions of student behavior are associated with the decisions they make about how to respond to behavior problems and support their students. This exploratory study investigates teachers’ attributions of student externalizing behavior, how attributions vary as a function of teacher and school characteristics, and the association of those attributions with teachers’ perceived likelihood of referring students to mental health services or implementing punitive discipline. We provided a sample of U.S. secondary school teachers (N = 426) a vignette depicting a student with oppositional defiant disorder and asked them to describe what was happening with the student. Attributions were categorized as internal to the student (e.g., mental health), external (e.g., problems at home), both (internal and external), and neutral (e.g., “normal teen behavior”). Results indicated the majority of teachers attributed vignette behavior to external factors. Results suggest that teachers indicating both internal and external attributions had increased likelihood of providing a mental health referral. Teacher and school characteristics were also associated with attributions. Results provide support for the importance of considering teachers’ attributions of student behavior and the association of these attributions to pathways into mental health services.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48158867","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