Behavioral Disorders最新文献

{"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}

{"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}

{"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":" ","pages":""},"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}

{"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":" ","pages":""},"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}

{"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":"48 1","pages":"255 - 268"},"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}

{"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":"48 1","pages":"243 - 254"},"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}

{"title":"Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?","authors":"L. Barnard‐Brak, T. Stevens, A. Kearley","doi":"10.1177/01987429231160282","DOIUrl":"https://doi.org/10.1177/01987429231160282","url":null,"abstract":"The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"227 - 242"},"PeriodicalIF":1.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46756147","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}

{"title":"A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings","authors":"Jenna A. Gersib, Sarah C. Mason","doi":"10.1177/01987429231160285","DOIUrl":"https://doi.org/10.1177/01987429231160285","url":null,"abstract":"Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted environments is unknown. Thus, this meta-analysis aimed to examine the class-wide behavior interventions tested in self-contained learning environments for students with EBDs. Studies investigating behavioral interventions in alternative elementary settings were systematically screened. Fifteen studies with 20 effect sizes met inclusion criteria and results from each study were synthesized. An estimated average effect was calculated (g = 0.93, SE = 0.16), demonstrating that tested interventions are typically effective in self-contained learning environments to improve student behaviors. A thematic analysis and multi-level meta-regression were conducted to determine which elements are most beneficial to students in these unique learning environments. Results indicated that interventions that included relational supports, such as daily parent communication, differentially benefited students (B = 1.26, SE = 0.15). Limitations include the small number of studies meeting inclusion criteria that have investigated behavior interventions in self-contained settings and the need for improved research quality. Implications suggest support for adapting standardized practice elements, such as group contingencies, to improve student behaviors in multiple learning environments.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"269 - 283"},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44743960","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}

{"title":"Addressing the Catch-22 of Using Mixed Methods in Behavior Disorders Intervention Research","authors":"J. Hitchcock, David E. Houchins, A. Onwuegbuzie","doi":"10.1177/01987429231160166","DOIUrl":"https://doi.org/10.1177/01987429231160166","url":null,"abstract":"Limited emotional and behavioral disorders (EBD)–focused intervention mixed methods research (MMR) has been published, particularly in top-tier EBD journals (i.e., Behavior Disorders and Journal of Emotional and Behavioral Disorders). The lack of published MMR creates what could be perceived as a Catch-22 situation wherein those who conduct EBD intervention research are not encouraged to conduct MMR because they do not see published examples in the journals that they read. The purpose of this article is to demonstrate how the routine use of MMR should be considered and suggest why doing so is a worthwhile endeavor. An overview of potential barriers to conducting intervention MMR in the field of EBD is provided. Examples of the use of MMR with Functional Behavior Analysis and Multi-tiered Systems of Support for students with Tier 2 needs are discussed. Details regarding the use of a mixed methods profile analysis to understand treatment successes and challenges are provided. Our hope is that this article will inspire EBD researchers to consider MMR as they develop interventions for children with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"212 - 223"},"PeriodicalIF":1.7,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937594","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}

{"title":"Telling Better Stories: An Introduction to the Special Issue Using Mixed Methods Research in the Field of Behavioral Disorders","authors":"J. Anderson","doi":"10.1177/01987429231159015","DOIUrl":"https://doi.org/10.1177/01987429231159015","url":null,"abstract":"Social science researchers are increasingly embracing the mixed methods research (MMR) paradigm (Corr et al., 2020; Creswell et al., 2011; Leko et al., 2022). This is evidenced, in part, by the creation of special interest groups in research organizations (e.g., the American Education Research Association Mixed Methods Special Interest Group; the American Evaluation Association Mixed Methods in Evaluation Technical Interest Group; and the Institute of Education Sciences Mixed Methods in Education Research Technical Working Group), two specialty journals focusing on MMR (the Journal of Mixed Methods Research and the International Journal of Multiple Research Approaches) and the growth of the Mixed Methods International Research Association (MMIRA.org), which includes researchers from across academic disciplines. The MMIRA website describes MMR as the “mixing/combining/integrating quantitative and/or qualitative methods, epistemologies, axiologies, and stakeholder perspectives and standpoints.” Fundamentally, MMR involves inquiry that explicitly capitalizes on the strengths of both qualitative and quantitative approaches with varying degrees of integration during the conceptualization, planning, data collection, data analysis, and reporting of study findings phases of the study process (Creswell & Plano-Clark, 2017; Holt et al., 2021). It important to note that MMR is neither a research panacea nor appropriate for all research endeavors (Ridenour & Newman, 2008). Indeed, as with all research, the research question should determine which methodology is employed (Newman & Houchins, 2018). Still, the potential value of MMR for the identification of effective and efficient interventions that are contextually and socially valid, particularly for students with Emotional/Behavioral Disorders (EBD), cannot be overstated (e.g., Anderson, 2018; Schoonenboon et al., 2018). Educating students with EBD is a complex endeavor that is situated within and across multidimensional contexts consisting of individuals (children and adults) within classrooms, schools, communities, and cultures (Jacobson et al., 2019). Such complexity inherently requires a multipronged methodological approach. Numerous scholars (Houchins et al., 2022; Klingner & Boardman, 2011; Nastasi & Hitchcock, 2016; Newman & Houchins, 2018) contend that wider adoption of MMR can contribute importantly to expanding the special education knowledge base in general, and more specifically to intervention research in the field of EBD. Mixed methods research has the capacity to contribute to a deeper understanding of a comprehensive conceptual intervention framework for students with EBD (Anderson, 2018; Quinn & McDougal, 1998) by providing more nuance understandings of the multiple contextual variations in which interventions are implemented. Thus, to make the best possible choices for interventions and equally important, to provide useful information to policymakers and practitioners, this special issue d","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"147 - 150"},"PeriodicalIF":1.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43332429","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}