Journal of Emotional and Behavioral Disorders最新文献_第3页

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":"13 1","pages":""},"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":"78 1","pages":""},"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

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":"57 1","pages":""},"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":"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}

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":"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}

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":"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}

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":"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}

引用次数: 0