Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor
{"title":"Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD","authors":"Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor","doi":"10.1177/10634266241235131","DOIUrl":"https://doi.org/10.1177/10634266241235131","url":null,"abstract":"The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104933","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}
Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm, Thomas W. Farmer
{"title":"Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model","authors":"Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm, Thomas W. Farmer","doi":"10.1177/10634266241235154","DOIUrl":"https://doi.org/10.1177/10634266241235154","url":null,"abstract":"More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057778","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":"Stress Management Programs for Special Education Teachers","authors":"Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke","doi":"10.1177/10634266241234917","DOIUrl":"https://doi.org/10.1177/10634266241234917","url":null,"abstract":"Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators. .","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"19 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057782","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}
Joseph Calvin Gagnon, Sungur Gurel, Brian R. Barber, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert
{"title":"Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility","authors":"Joseph Calvin Gagnon, Sungur Gurel, Brian R. Barber, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert","doi":"10.1177/10634266241231976","DOIUrl":"https://doi.org/10.1177/10634266241231976","url":null,"abstract":"To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"8 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139988578","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}
Katie C. Hart, Bridget Poznanski, Elizabeth D. Cramer
{"title":"Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession","authors":"Katie C. Hart, Bridget Poznanski, Elizabeth D. Cramer","doi":"10.1177/10634266231209988","DOIUrl":"https://doi.org/10.1177/10634266231209988","url":null,"abstract":"The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"107 6","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600010","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":"Effects of SRSD With Social Skills Prompts on the Writing Skills and Problem Behaviors of Students With Emotional and Behavioral Disorders","authors":"Robai N. Werunga, Ya-yu Lo","doi":"10.1177/10634266231206749","DOIUrl":"https://doi.org/10.1177/10634266231206749","url":null,"abstract":"Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students’ writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants’ written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students’ overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students’ problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"24 35","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624870","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}
Geetha Gopalan, Kerry A Lee, Caterina Pisciotta, Cole Hooley, Tricia Stephens, Mary Acri
{"title":"Implementing a Child Mental Health Intervention in Child Welfare Services: Stakeholder Perspectives on Feasibility.","authors":"Geetha Gopalan, Kerry A Lee, Caterina Pisciotta, Cole Hooley, Tricia Stephens, Mary Acri","doi":"10.1177/10634266221120532","DOIUrl":"10.1177/10634266221120532","url":null,"abstract":"<p><p>This pilot study integrated quantitative and qualitative data to examine the feasibility of implementing a modified version of a multiple family group behavioral parent training intervention (The 4Rs and 2Ss for Strengthening Families Program [4Rs and 2Ss]) in child welfare (CW) placement prevention services, from the perspectives of participating caregivers (<i>n</i> = 12) and CW staff (<i>n</i> = 12; i.e., 6 caseworkers, 4 supervisors, and 2 administrators). Quantitative surveys were administered to caregivers and CW staff followed by semi-structured interviews to examine the feasibility of implementing the modified 4Rs and 2Ss program, as well as factors impacting feasibility. Results indicated that quantitative benchmarks for high feasibility were met in all assessed areas (e.g., family recruitment, caseworker fidelity ratings, CW staff feasibility ratings) except for family attendance, which was markedly lower than desired. Factors facilitating feasibility included agency and research support, intervention ease-of-use, perceived benefits to existing CW practice, as well as logistical support (e.g., food, transportation, childcare) promoting attendance. Factors hindering feasibility included conflicts between research-based eligibility criteria and existing client population demographics, research-related processes resulting in delays, CW staff role conflicts, added workload burden, complex family issues, and power differentials inherent to CW services which complicated families' voluntary participation.</p>","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"31 3","pages":"204-218"},"PeriodicalIF":1.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10454527/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10110601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie N. Rohrig, S. Bennett, P. Desai, Elaina A. Zendegui, Angela W. Chiu
{"title":"A Description of School Refusal Behavior in Adolescents Prior to Acute Care Admission","authors":"Stephanie N. Rohrig, S. Bennett, P. Desai, Elaina A. Zendegui, Angela W. Chiu","doi":"10.1177/10634266231187369","DOIUrl":"https://doi.org/10.1177/10634266231187369","url":null,"abstract":"This study uses a novel measure to describe school refusal (SR) behavior among 91 adolescents ages 13 to 18 years old in the month leading up to a partial hospitalization program (PHP) admission. Youth exhibit a range of SR behaviors. Three fourths (77%) reported missing at least two full days of school and nearly one third (29%) reported being absent from school the entire month before PHP admission. Among youth who reported attending school, 36% reported leaving school early, 55% reported leaving the classroom, and 59% reported arriving late to school at least “a little” or 2 days in the month prior to PHP admission. Youth rarely shared that they spend time with friends or doing homework while absent from school. In addition, agreement between caregivers and youth on the extent to which youth are struggling with school attendance and how youth spend their time while out of school was low to moderate ( r = .14–.52). Results suggest that the School Interference Questionnaire (SIQ) can complement existing SR instruments to offer descriptive information about the frequency and type of SR behavior, perceived impact, and targets of intervention by identifying potential positive and negative reinforcers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"143 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80282441","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}
J. Kauffman, D. Anastasiou, Mack D. Burke, Marion Felder, G. Hornby, João Lopes, A. Wiley
{"title":"Adventures in Naming EBD Realities: How Words Matter for Special Education","authors":"J. Kauffman, D. Anastasiou, Mack D. Burke, Marion Felder, G. Hornby, João Lopes, A. Wiley","doi":"10.1177/10634266231172929","DOIUrl":"https://doi.org/10.1177/10634266231172929","url":null,"abstract":"General labels tend to obscure objective realities upon which disability rights are based and can deny individuals with disabilities their educational and civil rights. Undoubtedly, stigma can come from labels unnecessarily categorizing people into separate groups. However, stigma does not reside primarily in disability categories/terms but in what people think of words’ referents. The replacement of the old disability categories/terms with new ones is a case of what is called the “euphemism treadmill,” showing how concepts and mentally represented realities, not words, are the key issue. However, in the case of disabilities, scientific names are unavoidable for the purposes of research, education, advocacy, and social welfare. Some people try to avoid naming special education and its derivatives just as they do in the case of disability categories. We argue that scientifically validated disability and special education labels are necessary and legitimate classifications required for progress in disability research and practice. They provide the most direct route to legally protecting and serving individuals with educational disabilities.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"39 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76624194","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}
Kathryn Pierce, Samantha Yamada, Melissa Major, Debra J. Pepler
{"title":"Developing a Program Model for School-Based Day Treatment for Social, Emotional, and Behavioral Difficulties","authors":"Kathryn Pierce, Samantha Yamada, Melissa Major, Debra J. Pepler","doi":"10.1177/10634266231165488","DOIUrl":"https://doi.org/10.1177/10634266231165488","url":null,"abstract":"School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program mo...","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"114 5","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507375","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}