Behavioral Disorders最新文献_第2页

Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities 教师经历的约束事件和校区对残疾儿童使用约束手段的政策

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-03-20 DOI: 10.1177/01987429241237722

Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa

{"title":"Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities","authors":"Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa","doi":"10.1177/01987429241237722","DOIUrl":"https://doi.org/10.1177/01987429241237722","url":null,"abstract":"Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196143","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

Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs 辅助人员对有高强度行为支持需求的小学生实施恒定时间延迟程序的情况

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2024-02-19 DOI: 10.1177/01987429241231793

Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples

引用次数: 0

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

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Protective Effect of Baclofen on Ovarian Cystogenesis and Morphine-Induced Lipid Profile Change in Female Rats. 巴氯芬对雌性大鼠卵巢囊肿发生和吗啡引起的血脂变化的保护作用

4区心理学

Behavioral Disorders Pub Date : 2024-01-01 Epub Date: 2023-06-30 DOI: 10.4103/ijem.ijem_364_22

Zahra Jamshidi, Manizheh Karami, Mohsen Khalili, Mehrdad Roghani

{"title":"Protective Effect of Baclofen on Ovarian Cystogenesis and Morphine-Induced Lipid Profile Change in Female Rats.","authors":"Zahra Jamshidi, Manizheh Karami, Mohsen Khalili, Mehrdad Roghani","doi":"10.4103/ijem.ijem_364_22","DOIUrl":"10.4103/ijem.ijem_364_22","url":null,"abstract":"Introduction: Morphine induces ovarian cysts that cause obesity and disrupt sex hormone secretion. Baclofen, a gamma-aminobutyric acid receptor agonist, can help regulate sex hormones and reduce harmful blood lipids by protecting against morphine-induced gamma-aminobutyric acid inhibition. We investigated the prophylactic effect of baclofen in rats receiving morphine by comparing with the untreated groups.Materials and methods: Forty eight female Wistar rats were randomly divided into several groups, including control (saline 1 mL/kg, i.p.), morphine (5 mg/kg, i.p.), baclofen (10, 20, and 30 mg/kg, i.p.), and baclofen (10, 20, and 30 mg/kg) before morphine (5 mg/kg). Twenty four hours after the treatment, blood and serum samples were taken to check the levels of gonadotropins (LH & FSH) and lipid profile. The ovaries and uterus were also studied, and a proinflammatory nitric oxide (NO) diagnostic test was completed. The results were analyzed using analysis of variance (α = 0.05).Results: In comparison with the control group, the levels of LH and not FSH decreased in the morphine group and the number of ovarian cysts was more in the morphine group. These problems were not observed in the group of baclofen alone and baclofen + morphine. However, the triglyceride level increased slightly in the baclofen 30 mg/kg + morphine group. But the LDL level somewhat decreased. The proinflammatory NO system did not show significant activation in the ovary and uterus, except for the baclofen 10 mg/kg + baclofen group.Conclusion: Morphine can cause ovarian cysts by lowering LH but baclofen prophylaxis can protect reproductive properties by adapting major metabolic changes.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"31 1","pages":"43-46"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10962766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87545247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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":"295 6","pages":""},"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":"251 1","pages":"0"},"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":"31 1","pages":"0"},"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":"66 1","pages":"0"},"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":"1 1","pages":""},"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