Journal of Emotional and Behavioral Disorders最新文献

Peer Influence in Flux: Do Changes in Peers’ Emotional and Behavioral Risk Predict Individual Student Risk? 变化中的同伴影响：同伴情绪和行为风险的变化能否预测学生个体的风险？

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-08-24 DOI: 10.1177/10634266261477372

Ella Anghel, Emily Graybill

引用次数: 0

A Quality Review of a Peer Tutoring Umbrella Review Focused on Students With Emotional and Behavioral Disorders 以情绪和行为障碍学生为中心的同伴辅导的质量评价

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-08-19 DOI: 10.1177/10634266261468667

Lisa Bowman-Perrott, Jada Johnson, Moriah Boynton, Kelsey Ragan, Richard T. Boon, Mack D. Burke

{"title":"A Quality Review of a Peer Tutoring Umbrella Review Focused on Students With Emotional and Behavioral Disorders","authors":"Lisa Bowman-Perrott, Jada Johnson, Moriah Boynton, Kelsey Ragan, Richard T. Boon, Mack D. Burke","doi":"10.1177/10634266261468667","DOIUrl":"https://doi.org/10.1177/10634266261468667","url":null,"abstract":"The purpose of this quality review was to assess the methodological quality of the reviews found in Bowman-Perrott et al.. Bowman-Perrott et al. conducted an umbrella review summarizing 16 peer tutoring meta-analyses, systematic reviews, and literature reviews focused on students with emotional and behavioral disorders. We applied the 11 Joanna Briggs Institute critical appraisal criteria to the reviews in Bowman-Perrott et al. This quality review serves as an exploratory analysis for how we can apply this type of quality review for reviews of the literature that are included in umbrella reviews in the field of special education. Results revealed that 44% of the reviews were rated High Quality , 44% were found to be of Moderate Quality , and 13% were rated Low Quality . Overall, the authors of High Quality reviews were more likely to include the reporting of interrater reliability, social validity, and fidelity of implementation. They were also more likely to assess the quality of primary studies in their reviews. In addition, recently published reviews were more likely to be of high quality. All review authors, across all levels of quality, clearly stated research questions and literature search procedures. Limitations and recommendations are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"27 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Corrigendum to “Research and Development of Short-Term Interventions for K–3 Students Having Externalizing and Internalizing Behavior Disorders” “对有外化和内化行为障碍的K-3学生的短期干预措施的研究与发展”的勘误表

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-08-14 DOI: 10.1177/10634266261475885

引用次数: 0

Barriers and Facilitators to Postsecondary Outcomes for Students With Emotional and Behavioral Disorders: A Systematic Review 情绪和行为障碍学生中学后结果的障碍和促进因素：一项系统综述

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-06-19 DOI: 10.1177/10634266261454611

Kelly Conn-Reda, Grace L. Francis, Christina DeCostanza Eagle, Kristen Haynor, Sarah Hirsch Espanol

{"title":"Barriers and Facilitators to Postsecondary Outcomes for Students With Emotional and Behavioral Disorders: A Systematic Review","authors":"Kelly Conn-Reda, Grace L. Francis, Christina DeCostanza Eagle, Kristen Haynor, Sarah Hirsch Espanol","doi":"10.1177/10634266261454611","DOIUrl":"https://doi.org/10.1177/10634266261454611","url":null,"abstract":"Despite decades of federal mandates, students with Emotional and Behavioral Disorders (EBD) continue to experience stark disparities in postschool outcomes: struggling to gain employment, to access postsecondary education, and with community integration. The purpose of this systematic review was to examine the existing research regarding the barriers and facilitators influencing postsecondary outcomes for individuals with an EBD special education label. Using a Mixed Methods Research Synthesis (MMRS) approach, 13 empirical studies (published 1998–2025) from three major database searches were analyzed and thematically coded. Findings included three overarching categories of challenges: personal barriers (e.g., academic/life skill deficits, negative self-perception, mental health needs), family-related barriers (e.g., low expectations, resource scarcity), and school-related barriers (e.g., restrictive educational settings, low educator expectations, lack of postsecondary support utilization). Key facilitators included participation in employment during high school years, strong family support, and positive school staff relationships. These consistent findings highlight the compounding effects of personal skill deficits and systemic barriers like exclusion and low expectations. The review underscores the critical need for comprehensive, interventional research focused on self-determination, life skills training, and systemic reforms to ensure successful transition for this vulnerable population.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"243 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Finnish Lower Secondary Special Needs Teachers’ Reported Responsibilities and Supports for Students With Behavioral Problems 芬兰初中特殊需要教师对有行为问题学生的责任和支持报告

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-03-31 DOI: 10.1177/10634266261431273

Joseph Calvin Gagnon, Juho Honkasilta, Hanna-Sofia Tapio

{"title":"Finnish Lower Secondary Special Needs Teachers’ Reported Responsibilities and Supports for Students With Behavioral Problems","authors":"Joseph Calvin Gagnon, Juho Honkasilta, Hanna-Sofia Tapio","doi":"10.1177/10634266261431273","DOIUrl":"https://doi.org/10.1177/10634266261431273","url":null,"abstract":"The current foundational study addressed the views of a stratified random sample ( n = 217) of Finnish special needs teachers in grades 7–9, related to their views on supports for students with behavior problems. Seventy-eight (36%) special needs teachers responded to the survey, which focused on their views concerning two issues: (a) their responsibilities in terms of providing behavioral supports, cognitive-behavioral interventions, collaborating with others to address student behavior, and developing teacher–student relationships; (b) the specific strategies that they actually implement, which focused on the aforementioned approaches, as well as Check-In/Check-Out procedures, monitoring student behavior, and individualizing supports. The survey also queried participants on the frequency of use, and if an intervention is not used, the reason(s). Finally, special needs teachers provided an open-ended response to what they viewed as the greatest challenge in managing student behavior. With the exception of two behavioral interventions, every other intervention had at least 90% of respondents who Agreed or Strongly Agreed that the approaches were their responsibility. Concerning the approaches that special needs teachers implement, 75% of participants reported using cognitive-behavioral intervention Often or Sometimes. The use of other approaches was quite varied. Additional results and implications for research and practice are provided.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"50 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147578430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

“I Would Be There the Next Day” Versus “It’s Not Their Business”: Parent Perceptions of School-Based PCIT “第二天我会去的”与“这不关他们的事”：家长对基于学校的PCIT的看法

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-03-24 DOI: 10.1177/10634266261427720

Joy Huanhuan Wang, Tabitha C. Fleming, Katherine G. Wheeler, Lauren A. Pascarella, Jesseca L. Jackson, Kassi N. Gregory, Paige L. Huckaby, Natalie N. Muñoz

{"title":"“I Would Be There the Next Day” Versus “It’s Not Their Business”: Parent Perceptions of School-Based PCIT","authors":"Joy Huanhuan Wang, Tabitha C. Fleming, Katherine G. Wheeler, Lauren A. Pascarella, Jesseca L. Jackson, Kassi N. Gregory, Paige L. Huckaby, Natalie N. Muñoz","doi":"10.1177/10634266261427720","DOIUrl":"https://doi.org/10.1177/10634266261427720","url":null,"abstract":"Schools need innovative early interventions to treat severe student behaviors. Parent-Child Interaction Therapy (PCIT) may fill this gap due to its strong efficacy in reducing behaviors, the maintenance and generalization of treatment effects, and its focus on early ages (i.e., 2–7 years or below third grade). However, standard PCIT has not been widely examined in schools, and implementing school-based PCIT may be affected by factors beyond the intervention itself. Therefore, we interviewed 13 parents with PCIT expertise to explore potential feasibility issues, as parents would be intervention participants and PCIT is rarely known to schools. Five key themes of barriers and facilitators emerged: logistics (e.g., scheduling), PCIT (e.g., PCIT is rarely known), family (e.g., different philosophy), school (e.g., intrinsic motivation to help), and culture and community (e.g., community awareness). Furthermore, six parents were enthusiastic about school-based PCIT, three expressed mixed feelings, and four shared negative views. Together, the findings alert to the potential complexity of implementing school-based PCIT while offering hope. Careful planning, such as readiness assessments and motivational interviewing, would be essential to facilitate early implementation.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"219 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Specific Negative Outcomes of Bullying or Victimization Forms on Psychological Adjustment 欺凌或受害形式对心理适应的具体负面影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-02-23 DOI: 10.1177/10634266261417596

Adam Klocek, Lenka Kollerová, Ivan Ropovik, Tomáš Lintner

{"title":"Specific Negative Outcomes of Bullying or Victimization Forms on Psychological Adjustment","authors":"Adam Klocek, Lenka Kollerová, Ivan Ropovik, Tomáš Lintner","doi":"10.1177/10634266261417596","DOIUrl":"https://doi.org/10.1177/10634266261417596","url":null,"abstract":"Models that distinguish between specific forms of bullying offer a deeper understanding than unidimensional approaches. Yet the distinct negative outcomes associated with each form during adolescence remain underexplored. This study applies psychological network analysis (Gaussian graphical model) to examine cross-sectional links between bullying and victimization (physical, verbal, rumor-spreading, exclusion, and cyber), internalizing symptoms (depression, anxiety, social phobia, low self-esteem), and externalizing problems. Adolescents ( N = 1,519; M age = 12.5) from 18 schools completed self-reports at two time points (3 months apart). Network models were estimated separately for each wave. The analysis showed that bullying and victimization overlapped most in verbal and physical forms, less so in rumor-spreading, peer exclusion, and cyber forms. Victimization types were linked to distinct psychological outcomes: physical victimization to self-related worries, verbal victimization to feelings of worthlessness, peer exclusion to sadness, rumor-spreading to social anxiety and appetite problems, and cyber victimization to social phobia and low self-esteem. Prevention and intervention efforts should focus particularly on verbal and rumor-spreading bullying, which were central in the networks. Support for victimized students should address feelings of worthlessness and the specific harms tied to each victimization experience.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"337 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147274302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Preliminary Testing of Recognize. Relax. Record.: A Tier 2 Intervention for Elementary Students With Internalizing Behaviors 识别的初步测试。放松。记录。小学生内化行为的二级干预

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-02-20 DOI: 10.1177/10634266261417641

Mark Matthew Buckman, Kathleen Lynne Lane, Wendy Peia Oakes, Eric Alan Common, Amy A. Buffington, Allison M. Bernard, Kathleen N. Tuck

{"title":"Preliminary Testing of Recognize. Relax. Record.: A Tier 2 Intervention for Elementary Students With Internalizing Behaviors","authors":"Mark Matthew Buckman, Kathleen Lynne Lane, Wendy Peia Oakes, Eric Alan Common, Amy A. Buffington, Allison M. Bernard, Kathleen N. Tuck","doi":"10.1177/10634266261417641","DOIUrl":"https://doi.org/10.1177/10634266261417641","url":null,"abstract":"This article features two studies examining the impact of a Tier 2 intervention—Recognize. Relax. Record. (RRR)—designed to support elementary students with internalizing behaviors by helping them manage anxious feelings and increase academic engagement. We collaborated with teachers to use screening and attendance data to locate students who might benefit from RRR. Results of a multiple-baseline design across participants study with five students provided modest evidence of a functional relation between introduction of RRR Instruction and decreases in variability of students’ engagement during academic instruction. These shifts were mostly small in magnitude and in need of replication and future inquiry before generalizing results. Treatment integrity data suggested high levels of implementation fidelity. Overall, social validity ratings were positive for most participants; however, some variability in ratings across students—as well as differences in adults’ pre- to post-intervention ratings—suggested the intervention was more acceptable for supporting some students than others. Results of an A–B nonexperimental study provided descriptive data suggesting potential benefits of implementing RRR instruction in a small-group format. We discuss the findings of this initial test of RRR, noting limitations and directions for future inquiry.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146261196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Parent–Teacher Discrepancies About the Mental Health of Siblings of Children With Chronic Disorders: A Latent Profile Analysis 慢性疾病儿童兄弟姐妹心理健康的家长-教师差异：潜在特征分析

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2026-02-14 DOI: 10.1177/10634266261417609

Caitlin M. Prentice, Susanne Wehrli, Erica Zahl, Stian Orm, Matteo Botta, Torun M. Vatne, Trude Fredriksen, Solveig Kirchhofer, Krister Fjermestad

{"title":"Parent–Teacher Discrepancies About the Mental Health of Siblings of Children With Chronic Disorders: A Latent Profile Analysis","authors":"Caitlin M. Prentice, Susanne Wehrli, Erica Zahl, Stian Orm, Matteo Botta, Torun M. Vatne, Trude Fredriksen, Solveig Kirchhofer, Krister Fjermestad","doi":"10.1177/10634266261417609","DOIUrl":"https://doi.org/10.1177/10634266261417609","url":null,"abstract":"Siblings of children with chronic disorders are at an increased risk of internalizing and externalizing problems, but the extent to which this is true varies depending on who rates sibling mental health. We examined interrater discrepancies between teachers and parents who rated the behavior of siblings of children with chronic disorders on the Strengths and Difficulties Questionnaire (SDQ) and investigated possible predictors of these discrepancies. We used Latent Profile Analysis (LPA) to identify classes of siblings with higher and lower levels of discrepancy between raters. Predictors of interrater discrepancy were also examined, including sibling age and sex, and the impact of the disorder. We identified four distinct classes of siblings with differing levels of interrater discrepancy and internalizing and externalizing problems. Sibling sex had a small effect on classes, with girls less likely to be included in the discrepant classes. Neither sibling age nor the impact of the disorder predicted being included in discrepant classes. Our findings reflect previous research showing that sibling experiences and outcomes tend to vary between individuals and across settings and that teachers tend to report fewer problems of different types than parents. Further research is needed to better understand predictors of these interrater discrepancies.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"56 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Classroom Seating Placements of Students With or at Risk for Emotional and Behavioral Disorders 有或有情绪和行为障碍风险的学生的教室座位安排

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2025-09-27 DOI: 10.1177/10634266251365180

Kristen L. Granger, Katrina Vogel, Emma Vieten, Jason C. Chow, Michael D. Broda

{"title":"Classroom Seating Placements of Students With or at Risk for Emotional and Behavioral Disorders","authors":"Kristen L. Granger, Katrina Vogel, Emma Vieten, Jason C. Chow, Michael D. Broda","doi":"10.1177/10634266251365180","DOIUrl":"https://doi.org/10.1177/10634266251365180","url":null,"abstract":"The purpose of this study was to examine where students with or at risk for emotional and behavioral disorders (EBDs) were placed in K–3 grade classroom seating assignments over time and the relation between classroom seating placement and peer-reported reputations of these students. Specifically, we investigated how proximity to the classroom teacher’s desk and isolation from peers influenced peer perceptions. Results revealed variability in seat distance from the teacher’s desk and that approximately half of the students were assigned a seat in isolation from their peers. Seat isolation was significantly associated with more negative peer-reported reputations, including increased nominations for fighting and giving the teacher a hard time, while reducing nominations for being nice and cooperative. Conversely, distance from the teacher’s desk showed no statistically significant associations with peer reputation. These preliminary findings highlight the potential importance of classroom seating placement in shaping the social experiences of students with or at risk for EBD. Implications for classroom management practices and future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"39 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145181185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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