Behavioral Disorders最新文献_第8页

Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series 建立基于功能评估的干预措施的现场级能力：专业学习系列的结果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-11-01 DOI: 10.1177/01987429221101569

E. A. Common, K. Lane, W. Oakes, Liane E. Schellman, K. Shogren, K. Germer, Ashley Quell, N. A. Lane

引用次数: 2

Lifting the Voices of Black Students Labeled With Emotional Disturbance: Calling All Special Education Researchers 提升被贴上情绪障碍标签的黑人学生的声音：呼唤所有特殊教育研究人员

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-10-15 DOI: 10.1177/01987429221130729

J. Garwood, Kelly M. Carrero

引用次数: 1

Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings 在独立环境中为有情绪和行为障碍的学生服务的特殊教育者的专业学习和发展

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-07-25 DOI: 10.1177/01987429221110838

S. Hirsch, Catherine A. Griffith, Jason C. Chow, Alexis Walker, Sharon M. Walters

引用次数: 1

A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior MoBeGo是一款挑战行为的自我监控应用程序，其效果的随机对照试验

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-05-10 DOI: 10.1177/01987429221093987

A. Bruhn, J. Wehby, Lesa Hoffman, Sara Estrapala, A. Rila, E. Hancock, Alyssa M. Van Camp, Amanda W. Sheaffer, Bailey A. Copeland

引用次数: 1

Moving towards Implementation of Universal Mental Health Screening by Examining Attitudes toward School-based Practices. 通过考察对校本实践的态度，推动实施普遍心理健康筛查。

IF 2.1 4区心理学

Behavioral Disorders Pub Date : 2022-05-01 Epub Date: 2020-12-29 DOI: 10.1177/0198742920982591

Stephanie A Moore, Erin Dowdy, Tameisha Hinton, Christine DiStefano, Fred W Greer

引用次数: 0

General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders 通识教育者对情绪与行为障碍小学生社会包容的认知

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-02-28 DOI: 10.1177/01987429221079047

Stacy N. McGuire, H. Meadan

{"title":"General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders","authors":"Stacy N. McGuire, H. Meadan","doi":"10.1177/01987429221079047","DOIUrl":"https://doi.org/10.1177/01987429221079047","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators’ perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"16 - 28"},"PeriodicalIF":1.7,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914356","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: 5

The Super Clean-Up Game: Increasing Productivity and Prosocial Engagement Among Youth at a Residential Summer Camp 超级清洁游戏：在住宅夏令营中提高生产力和青少年的亲社会参与度

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-02-15 DOI: 10.1177/01987429221076393

Zoe Maya Miller, Bradley S. Bloomfield, Gemima Fauvel, E. Crehan

引用次数: 0

Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students? 教师对高文化反应性的认知能预测学生更好的行为结果吗?

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-01-19 DOI: 10.1177/01987429211067217

Lindsay M. Fallon, Margarida B. Veiga, Annisha Susilo, Stephen P. Kilgus

{"title":"Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?","authors":"Lindsay M. Fallon, Margarida B. Veiga, Annisha Susilo, Stephen P. Kilgus","doi":"10.1177/01987429211067217","DOIUrl":"https://doi.org/10.1177/01987429211067217","url":null,"abstract":"Teachers’ perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between ratings of 20 U.S. teachers on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students’ observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between ratings of 30 U.S. teachers on the Double Check Self-Refection Tool and ratings of 622 students’ risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students’ social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers’ perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers’ cultural responsiveness.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"97 - 105"},"PeriodicalIF":1.7,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098077","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

Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures 新冠肺炎停课期间满足情绪和行为障碍学生的需求

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2022-01-13 DOI: 10.1177/01987429211067472

A. Bruhn, Youn-Jeng Choi, Sara C. McDaniel, H. Mathews, S. Hirsch

{"title":"Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures","authors":"A. Bruhn, Youn-Jeng Choi, Sara C. McDaniel, H. Mathews, S. Hirsch","doi":"10.1177/01987429211067472","DOIUrl":"https://doi.org/10.1177/01987429211067472","url":null,"abstract":"The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"270 - 281"},"PeriodicalIF":1.7,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45532642","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

The Council for Exceptional Children, Division of Emotional and Behavioral Health’s Position Statement on Solitary Confinement 特殊儿童委员会，情感和行为健康部门关于单独监禁的立场声明

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2021-12-06 DOI: 10.1177/01987429211063625

Joseph Calvin Gagnon, L. Kern, S. Mathur

引用次数: 1