Behavioral Disorders最新文献_第9页

CCBD’s Position Summary on the Use of Physical Restraint Procedures in Educational Settings CCBD关于在教育环境中使用身体约束程序的立场总结

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-07-07 DOI: 10.1177/0198742920933580

引用次数: 3

Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders 相互依赖的群体奖励：在为情绪和行为障碍学生服务的八年级课堂上，任务行为与学业成绩的奖励

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-06-26 DOI: 10.1177/0198742920934006

Caroline M. Jaquett, C. Skinner, Tara C. Moore, Kyle Ryan, Merilee McCurdy, David F. Cihak

引用次数: 6

A Bayesian Rate Ratio Effect Size to Quantify Intervention Effects for Count Data in Single Case Experimental Research 用贝叶斯率比效应量量化单例实验研究中计数数据的干预效果

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-06-19 DOI: 10.1177/0198742920930704

Prathiba Natesan Batley, Smita Shukla Mehta, J. Hitchcock

{"title":"A Bayesian Rate Ratio Effect Size to Quantify Intervention Effects for Count Data in Single Case Experimental Research","authors":"Prathiba Natesan Batley, Smita Shukla Mehta, J. Hitchcock","doi":"10.1177/0198742920930704","DOIUrl":"https://doi.org/10.1177/0198742920930704","url":null,"abstract":"Single case experimental design (SCED) is an indispensable methodology when evaluating intervention efficacy. Despite long-standing success with using visual analyses to evaluate SCED data, this method has limited utility for conducting meta-analyses. This is critical because meta-analyses should drive practice and policy in behavioral disorders more than evidence derived from individual SCEDs. Even when analyzing data from individual studies, there is merit to using multiple analytic methods since statistical analyses in SCED can be challenging given small sample sizes and autocorrelated data. These complexities are exacerbated when using count data, which are common in SCEDs. Bayesian methods can be used to develop new statistical procedures that may address these challenges. The purpose of the present study was to formulate a within-subject Bayesian rate ratio effect size (BRR) for autocorrelated count data that would obviate the need for small sample corrections. This effect size is the first step toward building a between-subject rate ratio that can be used for meta-analyses. We illustrate this within-subject effect size using real data for an ABAB design and provide codes for practitioners who may want to compute BRR.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"226 - 237"},"PeriodicalIF":1.7,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920930704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44478623","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

A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders 情绪及行为障碍学生阅读干预研究的方法学综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-21 DOI: 10.1177/0198742920919095

Argnue Chitiyo, Seth A. King, Margaret D. Krizon, Cephas Ablakwa, Andrew M. Markelz

引用次数: 3

A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings 1级PBIS在另类教育环境下实施的系统回顾

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-04 DOI: 10.1177/0198742920915648

Nicolette M. Grasley-Boy, B. Reichow, W. van Dijk, Nicholas A. Gage

{"title":"A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings","authors":"Nicolette M. Grasley-Boy, B. Reichow, W. van Dijk, Nicholas A. Gage","doi":"10.1177/0198742920915648","DOIUrl":"https://doi.org/10.1177/0198742920915648","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"199 - 213"},"PeriodicalIF":1.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920915648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48026513","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

General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status 普通教育教师使用循证实践：考察学生种族和风险状况的作用

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919883570

Ambra L. Green, Timothy J. Lewis, A. Olsen

引用次数: 6

The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review 辅导对k - 12学前教师行为特定表扬的影响:一项系统回顾

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919839221

R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap

{"title":"The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919839221","DOIUrl":"https://doi.org/10.1177/0198742919839221","url":null,"abstract":"In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"148 - 166"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919839221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471835","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: 22

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings 学前教育积极监督的证据基础系统综述

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919837646

Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies

{"title":"A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings","authors":"Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies","doi":"10.1177/0198742919837646","DOIUrl":"https://doi.org/10.1177/0198742919837646","url":null,"abstract":"Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"167 - 182"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919837646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611475","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

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base 学前教育环境中的行为特定表扬：绘制50年知识库

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-05-01 DOI: 10.1177/0198742919843075

R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap

{"title":"Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919843075","DOIUrl":"https://doi.org/10.1177/0198742919843075","url":null,"abstract":"Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"131 - 147"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919843075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41678394","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: 22

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context 小组学术教学环境中同伴相关社会行为的系统提示

IF 1.7 4区心理学

Behavioral Disorders Pub Date : 2020-04-05 DOI: 10.1177/0198742920911649

Marina S. Velez, E. Barton, P. Yoder, J. C. Wright

{"title":"Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context","authors":"Marina S. Velez, E. Barton, P. Yoder, J. C. Wright","doi":"10.1177/0198742920911649","DOIUrl":"https://doi.org/10.1177/0198742920911649","url":null,"abstract":"We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"67 - 79"},"PeriodicalIF":1.7,"publicationDate":"2020-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425628","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