Journal of Emotional and Behavioral Disorders最新文献_第5页

Evaluating a Unified Screener for Adolescent Internalizing and Externalizing Problems 评估青少年内化与外化问题的统一筛选

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-11-18 DOI: 10.1177/10634266221136064

Sean N. Weeks, Tyler L. Renshaw, Allysia A. Rainey, Aubrey Hiatt

{"title":"Evaluating a Unified Screener for Adolescent Internalizing and Externalizing Problems","authors":"Sean N. Weeks, Tyler L. Renshaw, Allysia A. Rainey, Aubrey Hiatt","doi":"10.1177/10634266221136064","DOIUrl":"https://doi.org/10.1177/10634266221136064","url":null,"abstract":"Internalizing and externalizing problems are common targets for school mental health screening. Prior research supports the interpretation of scores from the Youth Internalizing Problems Screener (YIPS) and the Youth Externalizing Problems Screener (YEPS), which were developed separately yet intended as companion measures. We extended previous work by evaluating the psychometric defensibility of integrated measurement models that combined items from the YIPS and YEPS into a unified screener (YIEPS). Specifically, we evaluated (a) a unidimensional model, (b) a correlated-factors model with two latent variables representing internalizing and externalizing problems, and (c) a bifactor model with two specific factors—internalizing and externalizing—and a general factor representing global mental health problems. We then tested the reliabilities of the several factors from these models and the informational value added of the competing models. Results indicated the bifactor YIEPS model had the best data-model fit for representing the unified screener. However, exploratory analyses suggested an alternative bifactor model with three specific factors—parsing attention problems from externalizing and internalizing content—might be an even better fit for the data. Reliability findings suggested the general factor—representing global mental health problems—was the most psychometrically defensible. Future directions for research and practice are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78992031","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

Caregiver and Teacher Perspectives on Home–School Partnerships Within a Tier 2 Intervention 在二级干预中，照顾者和教师对家校伙伴关系的看法

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-11-05 DOI: 10.1177/10634266221130053

K. Sutherland, Eleanor G. Wu, Melissa Washington-Nortey, Kim McKnight, Bryce D. McLeod, M. Conroy

{"title":"Caregiver and Teacher Perspectives on Home–School Partnerships Within a Tier 2 Intervention","authors":"K. Sutherland, Eleanor G. Wu, Melissa Washington-Nortey, Kim McKnight, Bryce D. McLeod, M. Conroy","doi":"10.1177/10634266221130053","DOIUrl":"https://doi.org/10.1177/10634266221130053","url":null,"abstract":"Home–school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home–school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers view these partnerships. We used a directed content analysis qualitative approach to examine the presence or absence of components of a conceptual model, the CARES framework, within home–school partnerships from the perspectives of both teachers and caregivers of students with or at risk of EBD. Semi-structured interviews were conducted with six U.S. teachers and 11 U.S. caregivers who had participated in a study examining the promise of a Tier 2 intervention. Findings highlight themes unique to specific components of the CARES framework and themes common across components, with authentic relationships and effective communication emerging as particularly salient for both caregivers and teachers. Results suggest critical directions for future research and essential lessons for researchers developing interventions to support positive home–school partnerships for caregivers and teachers of students with or at risk of EBD.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75906428","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

Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders 专业发展:提高教师情绪与行为障碍相关知识与自我效能感

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-10-31 DOI: 10.1177/10634266221130049

K. Alkahtani

{"title":"Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders","authors":"K. Alkahtani","doi":"10.1177/10634266221130049","DOIUrl":"https://doi.org/10.1177/10634266221130049","url":null,"abstract":"Teachers should possess adequate knowledge of emotional and behavioral disorders (EBDs) to effectively meet the unique needs of students with EBDs. This study explored the implementation and outcomes of a professional development training program on EBDs. In addition, the study examined outcomes concerning the knowledge of in-service teachers about EBDs and their self-efficacy in working with students with EBDs. This study recruited 81 general education teachers from two elementary schools, assigned under the intervention or waitlist control groups. Measures of knowledge and self-efficacy in EBDs were obtained at baseline, immediately after training, and at 5 weeks follow-up. The results demonstrated that teacher knowledge and self-efficacy in working with students with EBDs significantly improved as a result of the training program. In addition, the study observed that teacher efficacy was significantly correlated with their knowledge of EBDs. Improving teacher knowledge and self-efficacy through professional development training will mainly increase their ability and willingness to teach students with EBDs successfully in an inclusive learning environment.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81923936","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

Evaluating the Effectiveness of a Training Program for Treatment Foster Parents in an Urban Community 评估城市社区寄养父母治疗培训计划的有效性

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-10-18 DOI: 10.1177/10634266221126472

Rachel A. Eisenberg, B. McCurdy, Laura E. Rutherford, Laina Stricker, B. Dever

{"title":"Evaluating the Effectiveness of a Training Program for Treatment Foster Parents in an Urban Community","authors":"Rachel A. Eisenberg, B. McCurdy, Laura E. Rutherford, Laina Stricker, B. Dever","doi":"10.1177/10634266221126472","DOIUrl":"https://doi.org/10.1177/10634266221126472","url":null,"abstract":"Treatment foster care (TFC) provides critical mental health supports for youth with emotional, behavioral, and social difficulties who are at risk for adverse long-term outcomes. Existing evidence-based models of TFC are effective, yet resource-intensive, and they have relied primarily on evidence of implementation effectiveness with samples of non-minority parents. Recent research highlights the efficacy of an emerging, socially acceptable model that integrates existing evidence-based practices with usual care. This study applied the new model, Together Facing the Challenge (TFTC), within an urban TFC program. Trained TFC program staff delivered the TFTC training to foster parents in two cohorts. Foster parents reported child problem and prosocial behaviors pre-, mid-, and post-training, as well as 1, 3, and 12 months after the training. Results indicated that foster parents demonstrated an increase in knowledge of TFTC skills following the training and were satisfied with the training. Child problem behaviors significantly decreased over time. There were no significant changes in prosocial behavior over time. Implications of this study include the replication and extension of the use of TFTC, an evidence-based and resource-efficient intervention, to reduce problem behaviors of TFC children in urban settings.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75894668","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

Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems 学校和家庭干预对破坏性行为问题学生的成本效益

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-09-06 DOI: 10.1177/10634266221120521

M. Kuklinski, J. Small, A. Frey, Kiersten Bills, S. Forness

{"title":"Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems","authors":"M. Kuklinski, J. Small, A. Frey, Kiersten Bills, S. Forness","doi":"10.1177/10634266221120521","DOIUrl":"https://doi.org/10.1177/10634266221120521","url":null,"abstract":"This study examines the cost effectiveness of two interventions for disruptive behavior problems: First Step Next (FSN), a school-based intervention, and a multicomponent intervention that combined FSN with a home-based intervention, homeBase (hB). Analyses were based on findings from a large-scale comparative efficacy trial (Frey et al., 2022). Intervention costs were estimated using an activities-based ingredients method (Levin & McEwan, 2001). For each disruptive behavior examined (attention deficit-hyperactivity disorder [ADHD], conduct disorder [CD], and comorbid ADHD and CD), we defined intervention response as movement from the clinical range into the borderline or normative range or from the borderline range into the normative range at post-intervention. Comparative cost-effectiveness analyses involved calculating incremental cost-effectiveness ratios (ICERs), which showed that the combined intervention was always more cost effective. Improvement in comorbid ADHD and CD was the costliest to achieve, followed by CD, and then ADHD. Sensitivity analyses showed that FSN + hB had a high probability of being cost effective across a range of estimates indicating stakeholder willingness to pay to reduce disruptive behavior problems. This study expands the literature by estimating the costs of implementing a school-based intervention alone or alongside a home-based intervention with elementary students and comparing their cost effectiveness.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88392515","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

The Teachers’ Role in Behavioral Problems of Pupils With EBD in Special Education: Teacher–Child Relationships Versus Structure 特殊教育中教师在EBD学生行为问题中的作用:师生关系与结构

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-08-26 DOI: 10.1177/10634266221119169

F. de Swart, W. Burk, Esther van Efferen, H. A. van der Stege, R. Scholte

{"title":"The Teachers’ Role in Behavioral Problems of Pupils With EBD in Special Education: Teacher–Child Relationships Versus Structure","authors":"F. de Swart, W. Burk, Esther van Efferen, H. A. van der Stege, R. Scholte","doi":"10.1177/10634266221119169","DOIUrl":"https://doi.org/10.1177/10634266221119169","url":null,"abstract":"This longitudinal study examined bidirectional associations between special education pupils’ teacher–child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral problems moderated the prospective associations. Participants were 586 pupils (86% boys) in Grades 4 to 6 ( Mage time 1 = 10.82 years, SD = 0.86) from 13 special education schools, and their teachers. Findings indicated that primarily teacher–child conflict was related to increased externalizing problems. More classroom structure was related to decreased attention-hyperactivity problems, but higher teacher–child relationship quality was linked to increases in attention-hyperactivity problems. Moreover, both types of problems were related to increases in conflict. Severity of behavior problems did not moderate these associations. Although findings were not consistent in both school years, they suggested that particularly reducing conflict and instilling more classroom structure were the most effective strategies in reducing behavioral problems. Furthermore, disrupting negative transactional associations between conflict and externalizing behavior is important to reduce externalizing behavior.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88993063","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

Interpretation of Informant Discrepancy in School-Based Psychological Assessment of Internalizing and Externalizing Symptoms 内化症状与外化症状校本心理评估的信息差异解释

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-08-26 DOI: 10.1177/10634266221119742

Karen J. Genachowski, Nina S. Starin, Colleen M. Cummings, M. Alvord, Brendan A. Rich

{"title":"Interpretation of Informant Discrepancy in School-Based Psychological Assessment of Internalizing and Externalizing Symptoms","authors":"Karen J. Genachowski, Nina S. Starin, Colleen M. Cummings, M. Alvord, Brendan A. Rich","doi":"10.1177/10634266221119742","DOIUrl":"https://doi.org/10.1177/10634266221119742","url":null,"abstract":"Multi-informant report of student emotional and behavioral problems determines eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to understand the source of inconsistencies because informant discrepancy may influence treatment outcome. The current study assessed whether informant discrepancies of internalizing and externalizing symptoms reflect meaningful differences between informants. Parents, teachers, and children ( N = 169; M age = 10.32; 65.1% Black, 30.8% Latino/Hispanic; 66.9% Male) completed the Behavior Assessment System for Children, 2nd Edition (BASC-2). The Operations Triad Model (OTM) guided the data analysis plan to identify the source of informant discrepancy. We predicted that informant discrepancy would reflect meaningful differences, as opposed to measurement error. Parent–teacher reports of hyperactivity, aggression, and anxiety, as well as teacher–child reports of anxiety and hyperactivity, supported the notion that informant discrepancies of internalizing and externalizing symptoms reflected meaningful differences. Implications of these discrepancies for interpretation of results in school-based assessment of emotional and behavioral disorders are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82436042","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

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms 幼儿外化行为对幼儿园课堂友谊中心性和互惠性的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-07-22 DOI: 10.1177/10634266221110861

Jason C. Chow, K. Granger, M. Broda, Princess-Melissa Washington-Nortey

{"title":"Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms","authors":"Jason C. Chow, K. Granger, M. Broda, Princess-Melissa Washington-Nortey","doi":"10.1177/10634266221110861","DOIUrl":"https://doi.org/10.1177/10634266221110861","url":null,"abstract":"In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79648137","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

Exploring Bidirectional Language–Behavior Influences for Spanish–English Dual Language Learning Children in Head Start 探究西英双语学习儿童在学前教育中的双向语言行为影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-07-04 DOI: 10.1177/10634266221100212

Audrey C. Juhasz, L. Boyce

引用次数: 0

Levels of Care: A Scoping Review of Conceptualizations in Child and Adolescent Mental Health Services 护理水平:儿童和青少年心理健康服务概念化的范围审查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221090151

Catalina Sarmiento, G. Reid

引用次数: 0