Journal of Emotional and Behavioral Disorders最新文献_第10页

Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011) 接受ADHD特殊教育服务的儿童:早期儿童纵向研究的早期指标和不成比例代表性的证据(ECLS-K: 2011)

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-08-29 DOI: 10.1177/10634266211039757

Laura V. Rhinehart, S. Iyer, Diane Haager

{"title":"Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)","authors":"Laura V. Rhinehart, S. Iyer, Diane Haager","doi":"10.1177/10634266211039757","DOIUrl":"https://doi.org/10.1177/10634266211039757","url":null,"abstract":"Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed that higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"32 1","pages":"3 - 15"},"PeriodicalIF":1.9,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80277338","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: 5

The School Interference Questionnaire: Examining a Novel Measure of Mental Health–Related Academic Functional Impairment in Youth 学校干预问卷:探讨青少年心理健康相关学业功能障碍的新测量方法

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-08-28 DOI: 10.1177/10634266211039759

Elaina A. Zendegui, S. Bennett, P. Desai, Jennifer S. Schild, Renae Beaumont, Angela W. Chiu

{"title":"The School Interference Questionnaire: Examining a Novel Measure of Mental Health–Related Academic Functional Impairment in Youth","authors":"Elaina A. Zendegui, S. Bennett, P. Desai, Jennifer S. Schild, Renae Beaumont, Angela W. Chiu","doi":"10.1177/10634266211039759","DOIUrl":"https://doi.org/10.1177/10634266211039759","url":null,"abstract":"This article reports on the development and initial psychometric properties of the School Interference Questionnaire (SIQ), a questionnaire designed to assess both academic functional impairment related to mental health problems and the type and frequency of school refusal behavior. Participants were 110 youth ages 13 to 18 years (M = 15.41 years, SD = 1.42) admitted to an adolescent partial hospitalization program. The majority of participants identified as female (57.3%), Caucasian (59.1%), and non-Latino (70.0%). Internal consistency of the 12 SIQ core interference items was excellent (Cronbach’s α = .91). The factor structure suggested that a single factor was appropriate for the 12 school interference items. Correlations between the SIQ and other measures in this study provided support for construct validity. The average SIQ core interference item score showed evidence of convergent validity via correlations with measures of school refusal, global disability, and internalizing symptoms. The SIQ also exhibited no significant association with timing of study enrollment, suggesting evidence for divergent validity. Results provide initial evidence supporting the psychometric properties of this novel measure.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"1 1","pages":"210 - 220"},"PeriodicalIF":1.9,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73518591","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: 1

Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior 进度监控内化行为简易评定量表的开发

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-08-23 DOI: 10.1177/10634266211039761

A. Briesch, Aberdine R. Donaldson, M. Matta, R. Volpe, Brian Daniels, J. Owens

{"title":"Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior","authors":"A. Briesch, Aberdine R. Donaldson, M. Matta, R. Volpe, Brian Daniels, J. Owens","doi":"10.1177/10634266211039761","DOIUrl":"https://doi.org/10.1177/10634266211039761","url":null,"abstract":"Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students’ responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-age students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in Grades K–3 (N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed (ω = .88) and 4-item Socially Withdrawn (ω = .87) scales.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"61 1","pages":"199 - 209"},"PeriodicalIF":1.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73354089","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: 2

Psychometric Evaluation of a Pragmatic Measure for Assessing Adherence to System of Care Principles in Behavioral Health Service Interactions 心理测量学评估在行为健康服务互动中对护理原则系统的依从性的实用措施

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-07-08 DOI: 10.1177/10634266211028204

Nathaniel J. Williams, J. Beauchemin, Guido Giuntini, Jennifer Griffis, Ya Mo

{"title":"Psychometric Evaluation of a Pragmatic Measure for Assessing Adherence to System of Care Principles in Behavioral Health Service Interactions","authors":"Nathaniel J. Williams, J. Beauchemin, Guido Giuntini, Jennifer Griffis, Ya Mo","doi":"10.1177/10634266211028204","DOIUrl":"https://doi.org/10.1177/10634266211028204","url":null,"abstract":"Provider adherence to system of care principles in service interactions with families is an important indicator of behavioral health service quality for youth; however, valid and pragmatic measures suitable for monitoring this quality indicator at population scale have not been developed. This article reports on two studies that developed and evaluated such a measure. In Study 1, an iterative, family-partnered process resulted in generation of 18 items that demonstrated unidimensionality and strong reliability among caregivers of youth participating in behavioral health services (N = 141). In Study 2, data from a second, statewide, stratified random sample of caregivers (N = 351) confirmed the items’ unidimensionality, discriminant validity, and criterion-related validity. Higher scores on the System of Care Adherence Scale were associated with lower risk of youth psychiatric hospitalization, greater perceived improvement in youth functioning, and greater increases in caregivers’ self-efficacy to access services. Item response theory analyses indicated the items were strongly related to adherence; however, most were optimal for differentiating between low to moderate levels of adherence. The System of Care Adherence Scale is a psychometrically sound measure suitable for population surveillance of the extent to which families experience system of care principles in their interactions with providers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"111 1","pages":"221 - 234"},"PeriodicalIF":1.9,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72708080","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: 1

Parents’ Perspectives on Guided Parent-Delivered Cognitive Behavioral Therapy for Childhood Anxiety Disorders: A Qualitative Study 父母对儿童焦虑障碍的引导性认知行为治疗的看法:一项质性研究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-07-02 DOI: 10.1177/10634266211028199

C. Allard, Kerstin Thirlwall, P. Cooper, Alexus D. Brown, Doireann O’Brien, C. Creswell

引用次数: 3

A meta-analysis of Factors Related to the Happiness of Childcare Teachers 幼儿教师幸福感相关因素的元分析

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-06-30 DOI: 10.33770/jebd.37.2.10

Yeong Mi Kim

引用次数: 0

A Need Assessment for Developing In-Service Training Contents for Instructors of Culture and Art Education for Individuals with Disabilities 残障文化艺术教育教师在职培训内容的需求评估

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-06-30 DOI: 10.33770/jebd.37.2.11

J. Kwon, Seunghee Park

引用次数: 0

The Relationship between Use of Image-Based SNS and Disordered Eating Behaviors in Female College Students: Moderating Effects of Sociotropy 图片社交网络与女大学生饮食失调行为的关系:社会向性的调节作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-06-30 DOI: 10.33770/jebd.37.2.8

Y. Jang, Hyun A Chang

引用次数: 0

Effects of Functional Communication Training through Mand Topography Assessment on Self-injurious Behaviors and Mands for Students with Autism Spectrum Disorder 功能交际训练对自闭症谱系障碍学生自伤行为和行为的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-06-30 DOI: 10.33770/jebd.37.2.2

Jong Sun Min, Woori Kim

引用次数: 0

Narrative Inquiry into the Art Therapy Experience of a Cancer Survivor 一位癌症幸存者艺术治疗经历的叙事探究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-06-30 DOI: 10.33770/jebd.37.2.5

S. Lee, G. Kim

引用次数: 0