Journal of Emotional and Behavioral Disorders最新文献

Association Between Emotion Regulation and Body Image Concerns in a Group of Adolescent Boys: Interaction With the Internalization of the Sociocultural Body Ideal. 一组青春期男孩的情绪调节与身体形象关注之间的关系：与社会文化身体理想内化的相互作用。

IF 1.7 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-12-01 Epub Date: 2023-06-09 DOI: 10.1177/10634266231179434

Guillaume Morin, Dominique Meilleur

引用次数: 0

Moving Targets and Missed Opportunities: Being Honest With Teachers and Ourselves 移动目标和错失良机：对教师和我们自己诚实

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-09-27 DOI: 10.1177/10634266241280243

Thomas W. Farmer

引用次数: 0

Initial Development of the Child Responsiveness Scale for Early Childhood Settings 儿童早期教育机构儿童反应量表的初步开发

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-09-14 DOI: 10.1177/10634266241271392

Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear

{"title":"Initial Development of the Child Responsiveness Scale for Early Childhood Settings","authors":"Bryce D. McLeod, Kevin S. Sutherland, Michael D. Broda, Kristen L. Granger, Nicole Hollins, Andy J. Frey, Katrina A. Markowicz, Emma Dear","doi":"10.1177/10634266241271392","DOIUrl":"https://doi.org/10.1177/10634266241271392","url":null,"abstract":"This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 ( SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 ( SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233367","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

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation 教师自我效能感与职业倦怠：教学中的人际正念与情绪调节的中介作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-09-07 DOI: 10.1177/10634266241272049

Güler Çetin, Jennifer L. Frank, Patricia A. Jennings

引用次数: 0

Understanding the Relationship Between Race and Career Intent of Teachers Serving Students With Emotional and Behavior Disorders 了解为情感和行为障碍学生服务的教师的种族与职业意向之间的关系

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-09-04 DOI: 10.1177/10634266241272028

LaRon A. Scott, Nicholas Bell

引用次数: 0

Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines 把握幼儿过渡期：通过吸引人的常规活动预防挑战行为

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-08-29 DOI: 10.1177/10634266241271357

Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano

{"title":"Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines","authors":"Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano","doi":"10.1177/10634266241271357","DOIUrl":"https://doi.org/10.1177/10634266241271357","url":null,"abstract":"During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142101915","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

Research and Development of Short-Term Interventions for K–3 Students Having Externalizing and Internalizing Behavior Disorders 研究和开发针对有外化和内化行为障碍的 K-3 学生的短期干预措施

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-06-13 DOI: 10.1177/10634266241256893

Hill M. Walker, Stanley C. Paine, J. R. Crossen

引用次数: 0

Special Series Part II: Supporting Teachers of Students with Emotional and Behavioral Disorders 特别系列第二部分：为有情绪和行为障碍的学生的教师提供支持

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-05-14 DOI: 10.1177/10634266241253544

LaRon A. Scott

引用次数: 0

Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems 研究 COVID-19 大流行对实施分层系统的学校中小学生内化和外化行为的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-05-06 DOI: 10.1177/10634266241248446

Kathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Nathan Allen Lane, Katie Scarlett Lane Pelton, Rebecca Esther Swinburne Romine, Rebecca Sherod, Grant Edmund Allen

{"title":"Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems","authors":"Kathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Nathan Allen Lane, Katie Scarlett Lane Pelton, Rebecca Esther Swinburne Romine, Rebecca Sherod, Grant Edmund Allen","doi":"10.1177/10634266241248446","DOIUrl":"https://doi.org/10.1177/10634266241248446","url":null,"abstract":"There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent and respond to academic, behavioral, and social and emotional well-being needs. We conducted this study to quantify cross-sectional differences between the academic years before (prepandemic: 2018–2019 and 2019–2020) and immediately following the pandemic onset (after-pandemic onset: 2021–2022) in students’ levels of internalizing and externalizing behaviors and referrals for special education eligibility determination. We analyzed data from the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and district-provided special education data from 22 elementary schools collected as part of regular practices. Schools were from two midwestern districts implementing an integrated tiered system of support—the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention—district-wide. Results indicated some statistically significant but very small-magnitude differences in internalizing and externalizing behaviors relative to the pandemic with few exceptions (e.g., fall externalizing scores slightly lower in fall after the pandemic onset). Effect sizes suggested students with disabilities and students of color were very similar and did not indicate differential pandemic impact. We discussed limitations, which centered primarily on issues of generalizability, and encouraged other researchers to examine shifts in student performance in other locales, in schools not yet implementing tiered systems, and in subsequent years following the pandemic onset.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140845958","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

Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders 教师对言语攻击行为受害者的回应和指导：对有情绪和行为障碍的中学生的调查结果

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-04-05 DOI: 10.1177/10634266241238734

Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu

{"title":"Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders","authors":"Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu","doi":"10.1177/10634266241238734","DOIUrl":"https://doi.org/10.1177/10634266241238734","url":null,"abstract":"Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about student perceptions of VA among students with EBD. We surveyed 144 secondary students with EBD finding infrequent reporting to teachers about VA victimization. According to students, the most effective teacher responses to a report of VA victimization were moving the victim away from the perpetrator, providing advice, and punishing the aggressor. Students reported that the content of teacher instruction about VA most often included reporting victimization to a teacher, avoiding the aggressor, and ignoring the verbally aggressive behavior. We discuss implications for teacher education and practice including what strategies deter VA and effective teacher responses to victimization. We conclude with recommendations for future research such as examining risk and protective factors for VA involvement, assessing whether students’ attitudes and beliefs contribute to VA, and conducting longitudinal studies.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534110","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