Behavioral Disorders最新文献_第8页

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

The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior 情境契合增强协议对行为支持计划保真度和学生行为的影响

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-09-10 DOI: 10.1177/0198742920953497

Manuel Monzalve, R. Horner

引用次数: 8

A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs 一种将成本分析嵌入学校项目保真度评估的混合方法

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-11 DOI: 10.1177/0198742920944850

Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson

{"title":"A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs","authors":"Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson","doi":"10.1177/0198742920944850","DOIUrl":"https://doi.org/10.1177/0198742920944850","url":null,"abstract":"This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"174 - 186"},"PeriodicalIF":1.7,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920944850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47399827","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: 12

The Accuracy of Peer Comparison Observations: A Simulated Analysis 同行比较观察的准确性:模拟分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-07 DOI: 10.1177/0198742920944845

Keith C. Radley, Evan H. Dart, S. Schrieber, John L. Davis

{"title":"The Accuracy of Peer Comparison Observations: A Simulated Analysis","authors":"Keith C. Radley, Evan H. Dart, S. Schrieber, John L. Davis","doi":"10.1177/0198742920944845","DOIUrl":"https://doi.org/10.1177/0198742920944845","url":null,"abstract":"Classroom observations are frequently conducted with the purpose of comparing the behavior of a target student to that of other peers within the same classroom. A variety of procedures may be utilized by researchers and practitioners to collect such data; however, little is known of the accuracy of estimates of behavior produced by such procedures relative to continuous behavior recording for the target student, peers sampled as a representation of the class, and the class as a whole. The purpose of the present study was to evaluate the accuracy of estimates of frequently utilized peer comparison observation procedures relative to duration recording. Data were simulated for 4,000 classroom observations, with variations in level of classroom behavior and length of observation being simulated. Results indicated that an Every Fifth interval procedure resulted in the lowest levels of absolute error during single observations for target students, with planned activity checks resulting in the most accurate estimates of class-wide behavior. Despite differences being apparent in level of accuracy of single observations, differences in accuracy across procedures were not apparent when all observations of the same type (i.e., duration, level of classroom behavior, and observation procedure) were compared.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"120 - 129"},"PeriodicalIF":1.7,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920944845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46133370","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: 3

Language Skills of Vulnerable Children With Social, Emotional, and Behavioral Difficulties: An Australian Primary School Sample 有社交、情感和行为困难的弱势儿童的语言技能：澳大利亚小学样本

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-06 DOI: 10.1177/0198742920945635

P. Eadie, P. Snow, Hannah L. Stark, Nancy Sidoti, J. Berndt

{"title":"Language Skills of Vulnerable Children With Social, Emotional, and Behavioral Difficulties: An Australian Primary School Sample","authors":"P. Eadie, P. Snow, Hannah L. Stark, Nancy Sidoti, J. Berndt","doi":"10.1177/0198742920945635","DOIUrl":"https://doi.org/10.1177/0198742920945635","url":null,"abstract":"The co-occurrence of social, emotional, and behavioral difficulties (SEBD), maltreatment, and language disorders (LD) is recognized in school-age children; however, the nature of the interaction between them remains poorly understood. The aim of this study was to explore associations between LD and SEBD in children with and without suspected histories of maltreatment. Forty-one primary school students enrolled at a specialist unit for children with SEBD are described with respect to language skills, maltreatment history, and comorbid neurodevelopmental disorders. Two thirds of students who met criteria for SEBD also met criteria for LD. Children with higher levels of internalizing problems were found to have stronger expressive language scores, but otherwise the severity of LD did not correlate with severity of SEBD. SEBD was similar in students with and without a history of maltreatment, and this did not increase the likelihood or severity of LD, except for pragmatic language skills. There is considerable overlap between SEBD, LD, and suspected maltreatment in this group. Students with SEBD and/or a suspected history of maltreatment need additional support to ensure that the interaction of their behavior and communication difficulties are understood so they make steady progress in social and academic skills and remain engaged in school.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"253 - 266"},"PeriodicalIF":1.7,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920945635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44417075","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: 4

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders 情绪与行为障碍学生独立与相互依存组合群体偶然性的概化检验

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-01 DOI: 10.1177/0198742919888758

Renee O. Hawkins, Tai A. Collins, Lauren Haas Ramirez, J. M. Murphy, Chelsea Ritter

{"title":"Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders","authors":"Renee O. Hawkins, Tai A. Collins, Lauren Haas Ramirez, J. M. Murphy, Chelsea Ritter","doi":"10.1177/0198742919888758","DOIUrl":"https://doi.org/10.1177/0198742919888758","url":null,"abstract":"Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"238 - 251"},"PeriodicalIF":1.7,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919888758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277804","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

Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders 情绪和行为障碍风险学生的社会故事和视觉支持干预

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-01 DOI: 10.1177/0198742919874050

Kathleen N. Zimmerman, Jennifer R. Ledford, Kari L. Gagnon, Jessica L. Martin

引用次数: 13

Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior 全班级正面同伴报告干预对中学生行为的影响

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-08-01 DOI: 10.1177/0198742919881112

Ruth K. Chaffee, A. Briesch, R. Volpe, Austin H. Johnson, Laura L. Dudley

{"title":"Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior","authors":"Ruth K. Chaffee, A. Briesch, R. Volpe, Austin H. Johnson, Laura L. Dudley","doi":"10.1177/0198742919881112","DOIUrl":"https://doi.org/10.1177/0198742919881112","url":null,"abstract":"Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"224 - 237"},"PeriodicalIF":1.7,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919881112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48515693","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 Results-Blind Peer Review: An Experimental Analysis on Editorial Recommendations and Manuscript Evaluations 《结果盲评》专题系列简介：编辑推荐与稿件评价的实验分析

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-07-14 DOI: 10.1177/0198742920936619

Daniel M. Maggin, R. Robertson, Bryan G. Cook

{"title":"Introduction to the Special Series on Results-Blind Peer Review: An Experimental Analysis on Editorial Recommendations and Manuscript Evaluations","authors":"Daniel M. Maggin, R. Robertson, Bryan G. Cook","doi":"10.1177/0198742920936619","DOIUrl":"https://doi.org/10.1177/0198742920936619","url":null,"abstract":"Publication bias occurs when studies with statistically significant results and large effects are more likely to be published than similarly rigorous studies with null and mixed findings. Results-blind peer review requires peer reviewers to consider only the “Introduction” and “Method” sections of submitted manuscripts prior to making editorial recommendations. This process ensures recommendations for publication focus on methodological rigor and not the direction, significance, or magnitude of the reported effects. The current investigation experimentally tested whether reviewers’ editorial recommendations and perceptions of manuscript importance, quality, and rigor varied as a function of type of review (i.e., results-blind or results-included) among 44 reviewers. Results indicated reviewer recommendations did not vary as a function of review type. However, reviewers found results-blind manuscripts less rigorous than results-included and reported less confidence in their recommendations on result-blinded manuscripts. Descriptive findings of results-blind reviewing were mixed with some support for the method, but a lack of confidence in its overall effectiveness. We discuss findings in relation to the conceptual benefits of results-blind reviewing and the increased focus on open and transparent science within special education and preview the papers included in the special section.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"195 - 206"},"PeriodicalIF":1.7,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920936619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49546685","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