Behavioral Disorders最新文献_第3页

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

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":" ","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}

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":" ","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}

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":"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}

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":"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}

引用次数: 0

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause? 用贝叶斯定理驱逐需要特殊教育服务的学生：对社会失调条款的启示？

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-03-31 DOI: 10.1177/01987429231160282

L. Barnard‐Brak, T. Stevens, A. Kearley

{"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}

引用次数: 0

A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings 独立环境中情绪行为障碍学生行为干预的meta分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2023-03-20 DOI: 10.1177/01987429231160285

Jenna A. Gersib, Sarah C. Mason

{"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}

引用次数: 1