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

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

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":"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}

引用次数: 0

A Description of School Refusal Behavior in Adolescents Prior to Acute Care Admission 急症护理入院前青少年拒学行为的描述

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-07-27 DOI: 10.1177/10634266231187369

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}

引用次数: 1

Adventures in Naming EBD Realities: How Words Matter for Special Education 命名EBD现实的冒险:词语对特殊教育的重要性

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-05-22 DOI: 10.1177/10634266231172929

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}

引用次数: 0

Developing a Program Model for School-Based Day Treatment for Social, Emotional, and Behavioral Difficulties 针对社交、情绪和行为困难制定基于学校的日间治疗计划模型

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-04-13 DOI: 10.1177/10634266231165488

Kathryn Pierce, Samantha Yamada, Melissa Major, Debra J. Pepler

引用次数: 0

Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice 促进特殊教育工作者的社会支持和专业学习:建立一个实践社区

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-25 DOI: 10.1177/10634266231154196

S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker

{"title":"Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice","authors":"S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker","doi":"10.1177/10634266231154196","DOIUrl":"https://doi.org/10.1177/10634266231154196","url":null,"abstract":"Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre–post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants’ stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"21 1","pages":"132 - 143"},"PeriodicalIF":1.9,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74112208","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

Introduction to Special Series : Supporting Teachers of Students with Emotional and Behavioral Disorders 专题系列导论:支持有情绪和行为障碍学生的教师

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-21 DOI: 10.1177/10634266231161025

Tom Farmer

引用次数: 0

Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector. 研究协议：教育部门实施和可持续性的多层面决定因素。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-01 Epub Date: 2022-05-10 DOI: 10.1177/10634266221090160

Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana

{"title":"Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector.","authors":"Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana","doi":"10.1177/10634266221090160","DOIUrl":"10.1177/10634266221090160","url":null,"abstract":"Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will: (a) Determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) Assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) Explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol paper describes SEISMIC, which builds upon a federally-funded RCT evaluating BEST in CLASS, a teacher-delivered program for K-3rd grade children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"31 1","pages":"27-40"},"PeriodicalIF":1.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9081468","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