Journal of Emotional and Behavioral Disorders最新文献_第2页

The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom 基于项目的学习对情感/行为支持课堂中学生行为和教师职业倦怠的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-03-27 DOI: 10.1177/10634266241235933

Jonte’ C. Taylor, L. Meghan Allen, Jared Van, Michele Moohr

引用次数: 0

Social (Dis)Integration: Using Social Ties and Networks to Understand Potential Sources of and Leverage Points for Middle School Special Education Teachers’ Burnout 社会（失）融合：利用社会关系和网络了解初中特殊教育教师职业倦怠的潜在来源和杠杆点

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-03-22 DOI: 10.1177/10634266241237998

Jill V. Hamm, David Lee, Thomas W. Farmer

{"title":"Social (Dis)Integration: Using Social Ties and Networks to Understand Potential Sources of and Leverage Points for Middle School Special Education Teachers’ Burnout","authors":"Jill V. Hamm, David Lee, Thomas W. Farmer","doi":"10.1177/10634266241237998","DOIUrl":"https://doi.org/10.1177/10634266241237998","url":null,"abstract":"Teachers’ social ties to colleagues are a key conduit of instructional and classroom management resources, and social and emotional support to meet teaching challenges. We argue that special education teachers’ formal and informal collegial ties are malleable contributors to factors that undergird their burnout. Using middle schools as an example, we use social network constructs and longitudinal analyses to demonstrate the limited extent to which special educators formally assigned to interdisciplinary teams actually forge and maintain constructive ties with their assigned colleagues. Furthermore, we describe the collegial qualities of the ties that special educators do form with general educators. By investigating the naturally occurring social ties of special educators within a prevalent social organization of teachers, we can identify strategies to help administrators align the formal and informal social structure of teachers, and interventions to support the qualities of special educators that promote strong ties to general educators, thereby increasing the social integration of special education teachers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192713","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

Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD 行为、文书工作、指导和监督。. .Oh My!关于 EBD 儿童教师导师制的文献综述

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-03-11 DOI: 10.1177/10634266241235131

Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor

引用次数: 0

Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model 提高教师管理课堂行为的能力，以此减少职业倦怠：指导性咨询、支持性专业精神和 BASE 模式

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-03-06 DOI: 10.1177/10634266241235154

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":null,"pages":null},"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}

引用次数: 0

Stress Management Programs for Special Education Teachers 特殊教育教师压力管理计划

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-03-06 DOI: 10.1177/10634266241234917

Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke

引用次数: 0

Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility 少年犯管教所识字教学中的教师教学方法和学生参与情况及行为反应

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-02-27 DOI: 10.1177/10634266241231976

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":null,"pages":null},"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}

引用次数: 0

Does Aerobic Fitness Buffer the Associations Between Young Children’s ADHD Symptom Severity and Academic and Social Functioning? 有氧健身是否能缓冲幼儿多动症症状严重程度与学业和社会功能之间的关联？

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2024-01-21 DOI: 10.1177/10634266231223497

Marissa Dennis, Erin K. Shoulberg, B. Hoza, Allison Krasner, Hannah Scott, Alan L. Smith

{"title":"Does Aerobic Fitness Buffer the Associations Between Young Children’s ADHD Symptom Severity and Academic and Social Functioning?","authors":"Marissa Dennis, Erin K. Shoulberg, B. Hoza, Allison Krasner, Hannah Scott, Alan L. Smith","doi":"10.1177/10634266231223497","DOIUrl":"https://doi.org/10.1177/10634266231223497","url":null,"abstract":"This study examined whether the links between children’s ADHD symptom severity and academic and social functioning varied based on their aerobic fitness levels. Hierarchical regression models were used to examine the main and interactive effects of inattentive and hyperactive/impulsive (HI) symptom severity and aerobic fitness levels on academic and social functioning in 198 children ( Mage = 6.83; 53% male; 68% White, 14% Mixed Race, 8% Black or African American; 2% Asian; 8% selected the “Other” category when reporting racial identity; across race categories, 15% identified as Hispanic or Latino ethnicity). Children’s aerobic fitness levels were assessed using a multistage fitness test. Parents rated children’s ADHD symptoms, and teachers rated academic and social functioning. Results highlighted negative associations between ADHD symptom severity and adaptive academic and social functioning. Aerobic fitness was positively linked with academic performance. Aerobic fitness moderated the associations between HI symptom severity and academic outcomes, highlighting that aerobic fitness may be protective against academic impairments for children with elevated HI symptoms.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609803","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

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession 培养师范生进入教师职业前的课堂管理能力

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-12-05 DOI: 10.1177/10634266231209988

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":null,"pages":null},"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}

引用次数: 0

Effects of SRSD With Social Skills Prompts on the Writing Skills and Problem Behaviors of Students With Emotional and Behavioral Disorders 带有社交技巧提示的 SRSD 对情绪和行为障碍学生的写作技巧和问题行为的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-12-01 DOI: 10.1177/10634266231206749

Robai N. Werunga, Ya-yu Lo

{"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":null,"pages":null},"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}

引用次数: 0

Implementing a Child Mental Health Intervention in Child Welfare Services: Stakeholder Perspectives on Feasibility. 在儿童福利服务中实施儿童心理健康干预：利益相关者对可行性的看法。

IF 1.7 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-09-01 Epub Date: 2022-09-09 DOI: 10.1177/10634266221120532

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":"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 (n = 12) and CW staff (n = 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.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"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}

引用次数: 0