Journal of Emotional and Behavioral Disorders最新文献

{"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 ( <jats:italic toggle=\"yes\">n</jats:italic> = 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}

{"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}

{"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 ( <jats:italic toggle=\"yes\">N</jats:italic> = 1,519; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub> <jats:italic toggle=\"yes\">age</jats:italic> </jats:sub> = 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}

{"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}

{"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}

{"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}

{"title":"Engagement Amid Adversity: Socioeconomic Influences on Educational Engagement in Supporting Preschoolers With Externalizing Behaviors","authors":"Geraldine D. Cadet-Miller, Bridget Poznanski, Timothy Hayes, Katie C. Hart","doi":"10.1177/10634266251363942","DOIUrl":"https://doi.org/10.1177/10634266251363942","url":null,"abstract":"This exploratory study examines the interplay between different aspects of socioeconomic status (SES) and caregiver stress in relation to caregiver involvement in the education of preschool children with externalizing behavior problems. Utilizing a predominantly Black, low-income, treatment-seeking sample, we measured involvement across three dimensions: Home-Based Involvement (HBI), School-Based Involvement (SBI), and Home-School Conferencing (HSC). Caregivers in the sample were found to have below-average involvement in HBI, average involvement in SBI, and above average involvement in HSC. Contrary to past literature, higher SES was inversely associated with involvement across all domains. Caregivers with lower socioeconomic resources reported more active engagement, particularly in school social activities, teacher feedback reception, and establishing regular home routines. Significantly, non-biological primary caregivers were less involved in SBI. The model’s moderate fit points to the existence of other factors influencing involvement not captured in the study. These findings suggest that economic resources do not necessarily enhance involvement. Suggestions for tailoring engagement strategies and directions for future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"42 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141478","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}

{"title":"Peer Functioning and Anxiety Risk in Children With Elevated Attention-Deficit/Hyperactivity Disorder Symptoms","authors":"Helena F. Alacha, Sara J. Bufferd","doi":"10.1177/10634266251363946","DOIUrl":"https://doi.org/10.1177/10634266251363946","url":null,"abstract":"Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for developing secondary anxiety symptoms. While interpersonal functioning has been implicated in this comorbidity, the specific peer-related factors contributing to anxiety in youth with ADHD remain unclear. This study examined the roles of social problems, ADHD-related cognitive biases associated with peer difficulties (i.e., negative social information processing [SIP] and rejection sensitivity), and functional impairment in the relation between ADHD and anxiety symptoms. Parents ( <jats:italic>N</jats:italic> = 120; 95% mothers) of 8- to 12-year-old children with elevated ADHD symptoms (58.3% [ <jats:italic>n</jats:italic> = 70] with ADHD diagnoses) completed questionnaires, while a subset of their children ( <jats:italic>n</jats:italic> = 69, <jats:italic> M <jats:sub>age</jats:sub> </jats:italic> = 9.70 years, <jats:italic>SD</jats:italic> = 1.38; 62.3% boys) completed questionnaires and a virtual SIP task. Results indicated that social problems, anger rejection sensitivity, and functional impairment each moderated the relation between ADHD and anxiety symptoms. These findings highlight the potential role of specific peer difficulties in the development of anxiety among children with ADHD and underscore the importance of regular anxiety screening for those experiencing social challenges and functional impairment.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"23 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915391","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}

{"title":"Considerations for Universal Mental Health Screening in Schools: A Qualitative Study of Implementation Determinants","authors":"Jessica Kidd, Joni Williams Splett, Reilly Lord, Mia Varner, Michayla Yost, Cathy Corbin, Melanie Sonsteng-Person","doi":"10.1177/10634266251358175","DOIUrl":"https://doi.org/10.1177/10634266251358175","url":null,"abstract":"Despite widespread recommendations to implement universal mental health screening (UMHS), there remains an “implementation gap” between evidence-based practices and how these practices are routinely adopted and implemented in schools. Research with end-users in mind is needed to identify implementation barriers and facilitators for UMHS and inform feasible implementation strategies that ensure UMHS is used as intended in practice to reduce youths’ unaddressed mental health risk. Guided by the Consolidated Framework for Implementation Research (CFIR), a qualitative study of practice-based evidence was conducted to examine the implementation determinants of UMHS within a tiered mental health system. Interviews with school leaders ( <jats:italic>n</jats:italic> = 11) within Florida school districts implementing UMHS were analyzed using thematic analysis. Results identify how the outer, inner, individual, program, and process-level determinants affect the implementation of screening. Specifically, buy-in was considered the most significant direct and indirect factor that influenced implementation within all levels of the CFIR framework. Implementation strategies connected to the determinants identified in this study are discussed, along with recommendations for future research to improve the implementation of UMHS.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"49 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898798","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}

{"title":"Psychometric Properties of the Weekly Assessment of Child Behavior-Negative Form (WACB-N)","authors":"Maria Cañas, Maria Usacheva, Lindsay F. Armendariz, Susan Goff Timmer","doi":"10.1177/10634266251343620","DOIUrl":"https://doi.org/10.1177/10634266251343620","url":null,"abstract":"This study evaluated the psychometric properties of the Weekly Assessment of Child Behavior–Negative Form (WACB-N), a brief, nine-item caregiver-reported assessment designed for screening and progress monitoring of externalizing behavior problems in children of ages 2–10 years. The psychometric properties of the WACB-N were examined across two non-overlapping samples: a clinical population of caregiver-child dyads referred for outpatient mental health services (Sample 1; <jats:italic>n</jats:italic> = 164) and resource parent-foster child dyads participating in a preventive parenting program (Sample 2; <jats:italic>n</jats:italic> = 151). Data were analyzed using item response theory, factor analyses, test–retest reliability, convergent validity, and receiver operating characteristic (ROC) analyses. Item response theory and factor analyses supported the unidimensionality, item-level properties, and internal consistency of WACB-N subscales. Test–retest reliability was good to excellent over 3-week intervals (intraclass correlation coefficients = .82–.92). The WACB-N demonstrated strong convergent validity with established measures of child behavioral problems, socioemotional competencies, and parenting stress. The ROC analyses identified optimal WACB-N cutoff scores between 35.5 and 37.5 for detecting children with externalizing behavior problems. The WACB-N’s brief structure and strong psychometric properties support its utility for screening and monitoring progress in interventions and treatment outcome research. The measure’s public availability and simple scoring and interpretation facilitate its implementation in community settings, allowing practitioners and researchers to effectively track behavioral changes, guide clinical decision-making, and foster collaborative care with caregivers. As a brief and cost-effective measure for assessing and monitoring child behavior problems, the WACB-N has the potential to improve the quality of services for children exhibiting behavior problems and their families.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594485","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}