Behavioral Disorders最新文献_第7页

Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD 使用SRSD改善EBD患者和高危学生的分数计算

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-02-01 DOI: 10.1177/0198742920912737

Mickey Losinski, R. Ennis, Ashley Shaw

引用次数: 4

Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019 简报：2010年至2019年两份著名EBD期刊的单格图的坐标标度和轴比例

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-01-20 DOI: 10.1177/0198742920982587

Corey Peltier, J. McKenna, Tracy E. Sinclair, J. Garwood, Kimberly J. Vannest

{"title":"Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019","authors":"Corey Peltier, J. McKenna, Tracy E. Sinclair, J. Garwood, Kimberly J. Vannest","doi":"10.1177/0198742920982587","DOIUrl":"https://doi.org/10.1177/0198742920982587","url":null,"abstract":"Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on whether a functional relation exists, as well as overestimating the magnitude of an effect. Previous research has identified two potentially analysis-altering elements that when manipulated alter visual analysts’ decision regarding the presence of a functional relation and magnitude of effect. The purpose of this review was to evaluate the graphical display of data from SCEDs in the field of emotional and behavioral disorders (EBD). The review covered 40 SCEDs, including 258 graphs, published in Behavioral Disorders and Journal of Emotional and Behavioral Disorders over the last 10 years (2010–2019). We identified large variation in the axis proportions of reviewed graphs, as measured using standardized x:y and the data points per x- to y-axis ratio (DPPXYR). A majority of graphs included an ordinate scaling procedure that aligns with findings from preliminary research on this analysis-altering element. We provide recommendations to the field on designing graphs to enhance the validity of visual analysis.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"134 - 148"},"PeriodicalIF":1.7,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920982587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45681589","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: 8

A Study of One State’s School District Physical Restraint and Seclusion Policies 一个州学区身体约束和隔离政策的研究

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-11-20 DOI: 10.1177/0198742920973213

Eryn Y. Van Acker, Elisabeth J. Kane, Nicole Bricko, R. Peterson

引用次数: 2

Effects of Check-In Check-Out on Engagement of Students Demonstrating Internalizing Behaviors in an Elementary School Setting 入住-退房对小学生内化行为参与的影响

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-11-20 DOI: 10.1177/0198742920972107

Kristin Kladis, Leanne S. Hawken, R. O'neill, A. Fischer, Kristen Stokes Fuoco, Breda V. O’Keeffe, Sharlene A. Kiuhara

{"title":"Effects of Check-In Check-Out on Engagement of Students Demonstrating Internalizing Behaviors in an Elementary School Setting","authors":"Kristin Kladis, Leanne S. Hawken, R. O'neill, A. Fischer, Kristen Stokes Fuoco, Breda V. O’Keeffe, Sharlene A. Kiuhara","doi":"10.1177/0198742920972107","DOIUrl":"https://doi.org/10.1177/0198742920972107","url":null,"abstract":"Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to replicate previous research using CICO to support students with internalizing behaviors as well as to extend the research using a standardized Daily Progress Report (DPR) for all students. A multiple baseline design across students was used to examine the effects of CICO-IB on social and academic engagement with four elementary students from an urban U.S. elementary school who were exhibiting internalizing behavior problems (e.g., shyness, social withdrawal). Results indicated that CICO-IB was effective in improving active academic and social engagement for all four students included in the study as measured by both teacher rating on a DPR and direct observation. Overall, the majority of teachers, parents, and students found the intervention socially acceptable. Implications for future research and practice with students who are at risk or exhibiting emotional/behavioral disorders along with limitations are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"83 - 96"},"PeriodicalIF":1.7,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920972107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47433583","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: 2

Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD 课堂管理在有EBD风险的学龄前儿童识字发展中的预测作用

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-11-20 DOI: 10.1177/0198742920972322

Jason C. Chow, K. Granger, M. Broda, Nicole K. Peterson

引用次数: 8

The Scales for Assessing Emotional Disturbance–Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability 情绪困扰评估量表第三版:内部信度、量表间信度和重测信度

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-11-13 DOI: 10.1177/0198742920969152

Jacqueline N. Huscroft-D’Angelo, Jessica Wery, Jodie Martin, Corey D. Pierce, Lindy Crawford

{"title":"The Scales for Assessing Emotional Disturbance–Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability","authors":"Jacqueline N. Huscroft-D’Angelo, Jessica Wery, Jodie Martin, Corey D. Pierce, Lindy Crawford","doi":"10.1177/0198742920969152","DOIUrl":"https://doi.org/10.1177/0198742920969152","url":null,"abstract":"The Scales for Assessing Emotional Disturbance–Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"28 - 39"},"PeriodicalIF":1.7,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920969152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811941","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

Juvenile Justice Administrator Perspectives: Reframing Reentry Around Positive Youth Outcomes 少年司法行政官的观点:围绕积极的青少年成果重新构建重返社会

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-10-28 DOI: 10.1177/0198742920965134

M. P. Dempsey, W. Davis, Peter Forbes, Cathleen Penkoff, S. Gonsoulin, Phillip W. Harris

引用次数: 3

A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019 干预研究的定量综合，发表于EBD旗舰期刊，2010 - 2019

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-10-27 DOI: 10.1177/0198742920961341

J. Garwood, Corey Peltier, Tracy E. Sinclair, H. Eisel, J. McKenna, Kimberly J. Vannest

引用次数: 7

Sense of Futility as Subject of Disciplinary Action: Do Students With Negative Attitudes Toward the Educational System Get Disciplined More Often? 作为纪律处分主体的徒劳感：对教育制度持消极态度的学生是否更经常受到纪律处分？

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-10-26 DOI: 10.1177/0198742920961354

Emma Degroote, Mieke Van Houtte

引用次数: 1

Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis 探索拉丁裔残疾和非残疾学生不成比例的学科：一项全国性分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-10-26 DOI: 10.1177/0198742920961356

Nicholas A. Gage, Antonis Katsiyannis, Kelly M. Carrero, Rhonda D. Miller, Danielle L. Pico

{"title":"Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis","authors":"Nicholas A. Gage, Antonis Katsiyannis, Kelly M. Carrero, Rhonda D. Miller, Danielle L. Pico","doi":"10.1177/0198742920961356","DOIUrl":"https://doi.org/10.1177/0198742920961356","url":null,"abstract":"The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"3 - 13"},"PeriodicalIF":1.7,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920961356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077165","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: 10