Behavioral Disorders最新文献_第6页

Correction notice to Effects of PECS on the Emergence of Vocal Mands and the Reduction of Aggressive Behavior Across Settings for a Child with Autism 关于PECS对自闭症儿童下颌发声和减少攻击性行为影响的更正通知

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-07-28 DOI: 10.1177/01987429211036831

引用次数: 0

Empowering School Staff to Implement Effective School Mental Health Services 授权学校员工实施有效的学校心理健康服务

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-07-26 DOI: 10.1177/01987429211030860

L. Kern, M. Weist, S. Mathur, Brian R. Barber

引用次数: 6

A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic Covid-19大流行期间为情绪和行为障碍学生服务的教育工作者的调查

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-05-28 DOI: 10.1177/01987429211016780

S. Hirsch, A. Bruhn, Sara C. McDaniel, H. Mathews

引用次数: 16

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates 教师表扬与斥责:观察性估计的普遍性与可靠性检验

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-05-12 DOI: 10.1177/01987429211012020

Margaret T. Floress, A. Briesch, Lyndsay N. Jenkins, Kaylee A. Hampton

引用次数: 2

Factor Structure of the Scales for Assessing Emotional Disturbance – 3 Rating Scale for Students Identified With Emotional Disturbance 情绪障碍量表的因子结构——情绪障碍学生3级评定量表

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-05-08 DOI: 10.1177/01987429211012328

M. Lambert, D. Cullinan, M. Epstein, Jodie Martin

{"title":"Factor Structure of the Scales for Assessing Emotional Disturbance – 3 Rating Scale for Students Identified With Emotional Disturbance","authors":"M. Lambert, D. Cullinan, M. Epstein, Jodie Martin","doi":"10.1177/01987429211012328","DOIUrl":"https://doi.org/10.1177/01987429211012328","url":null,"abstract":"This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"187 - 195"},"PeriodicalIF":1.7,"publicationDate":"2021-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211012328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363882","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: 6

Introduction to the Special Series on Behavioral Disorders and Juvenile Justice: Facilitating Effective Reentry Into School and Community 行为障碍与少年司法特别系列简介:促进有效重返学校和社区

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-05-01 DOI: 10.1177/01987429211002133

Heather Griller Clark, S. Mathur

引用次数: 2

A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions 小学班BEST对教师自我效能感、职业倦怠与归因的初步研究

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-04-30 DOI: 10.1177/01987429211010672

Shannon Nemer McCullough, K. Granger, K. Sutherland, M. Conroy, Toshna Pandey

{"title":"A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions","authors":"Shannon Nemer McCullough, K. Granger, K. Sutherland, M. Conroy, Toshna Pandey","doi":"10.1177/01987429211010672","DOIUrl":"https://doi.org/10.1177/01987429211010672","url":null,"abstract":"Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"84 - 94"},"PeriodicalIF":1.7,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211010672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816538","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: 7

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework 评估系统第2层框架的校级学生成果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-04-27 DOI: 10.1177/01987429211009156

Sara C. McDaniel, Daniel R Cohen, A. Bruhn

引用次数: 3

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out 休息更好吗?休息时间比签到和退房更好

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-03-30 DOI: 10.1177/01987429211001816

Caitlyn E. Majeika, J. Wehby, E. Hancock

{"title":"Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out","authors":"Caitlyn E. Majeika, J. Wehby, E. Hancock","doi":"10.1177/01987429211001816","DOIUrl":"https://doi.org/10.1177/01987429211001816","url":null,"abstract":"Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"118 - 133"},"PeriodicalIF":1.7,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211001816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335455","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

The Utility of Latent Class Analysis to Understand Heterogeneity in Youth Coping Strategies: A Methodological Introduction 潜在阶级分析在理解青年应对策略异质性中的应用：方法论导论

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-02-09 DOI: 10.1177/01987429211067214

Karen Nylund-Gibson, Adam C Garber, J. Singh, Melissa R. Witkow, A. Nishina, Amy Bellmore

{"title":"The Utility of Latent Class Analysis to Understand Heterogeneity in Youth Coping Strategies: A Methodological Introduction","authors":"Karen Nylund-Gibson, Adam C Garber, J. Singh, Melissa R. Witkow, A. Nishina, Amy Bellmore","doi":"10.1177/01987429211067214","DOIUrl":"https://doi.org/10.1177/01987429211067214","url":null,"abstract":"Latent class analysis (LCA) is a useful statistical approach for understanding heterogeneity in a population. This article provides a pedagogical introduction to LCA modeling and provides an example of its use to understand youths’ daily coping strategies. The analytic procedures are outlined for choosing the number of classes and integration of the LCA variable within a structural equation model framework, specifically a latent class moderation model, and a detailed table provides a summary of relevant modeling steps. This applied example demonstrates the modeling context when the LCA variable is moderating the association between a covariate and two outcome variables. Results indicate that students’ coping strategies moderate the association between social stress and negative mood; however, they do not moderate the social stress-positive mood association. Online supplemental materials include R (MplusAutomation) code to automate the enumeration procedure, ML three-step auxiliary variable integration, and the generation of figures for visually depicting LCA results.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"106 - 120"},"PeriodicalIF":1.7,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524916","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: 14