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

Supporting the Fraction Magnitude Understanding of Students With Significant Behavior Problems 支持有重大行为问题学生的分数量级理解

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-14 DOI: 10.1177/10634266221149357

Emma Fisher, Minyi Shih Dennis

引用次数: 0

Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research 特殊教育教师的有色人种职业倦怠、工作条件与EBD研究建议

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-12 DOI: 10.1177/10634266221146495

LaRon A. Scott, Elizabeth F. Bettini, Nelson C. Brunsting

引用次数: 0

Family-Centered Prevention During Elementary School to Reduce Growth in Emotional and Behavior Problems 以家庭为中心的小学预防减少情绪和行为问题的增长

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-24 DOI: 10.1177/10634266221143720

S. A. Garbacz, Elizabeth A. Stormshak, L. L. McIntyre, D. Bolt, Ming-Xue Huang

引用次数: 0

A DisCrit Critique of Practices for Youth With or At Risk of Emotional and Behavioral Disorders 对有或有情绪和行为障碍风险的青少年的做法的批评

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-21 DOI: 10.1177/10634266221141064

Christopher T. H. Liang, Sarah A. Rosati, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Vivian W Mui, L. Kern, Jennifer Freeman

引用次数: 0

The Depression Prevention Initiative: Trauma as a Moderator of Prevention Outcomes. 抑郁症预防倡议:创伤作为预防结果的调节因子。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-01 Epub Date: 2020-08-08 DOI: 10.1177/1063426620945665

Marissa D Sbrilli, Jason D Jones, Rebecca M Kanine, Robert Gallop, Jami F Young

{"title":"The Depression Prevention Initiative: Trauma as a Moderator of Prevention Outcomes.","authors":"Marissa D Sbrilli, Jason D Jones, Rebecca M Kanine, Robert Gallop, Jami F Young","doi":"10.1177/1063426620945665","DOIUrl":"https://doi.org/10.1177/1063426620945665","url":null,"abstract":"Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is an evidence-based indicated depression prevention program that has been shown to reduce depression symptoms. Research is needed to identify moderators of IPT-AST's effects. Although trauma history has emerged as a moderator of depression treatment outcomes, the impact of trauma on short- and long-term outcomes in the context of preventive interventions for adolescent depression is unknown. This study examines the impact of trauma on prevention outcomes in a school-based randomized controlled trial (RCT) in which 186 adolescents (mean age = 14.01 years, SD = 1.22; 67% female) were randomly assigned to IPT-AST delivered by research staff or group counseling (GC) provided by school counselors. Trauma history significantly moderated intervention outcomes during the active phase of the intervention, but not during long-term follow-up. During the active phase, youth in IPT-AST with low or no trauma exposure experienced significantly greater reductions in depression symptoms than youth in GC with low or no trauma exposure, but there were no significant differences in rates of change between the two interventions for youth with high or any trauma exposure. These findings highlight the importance of assessing trauma and investigating whether these interventions can be tailored or supplemented to enhance the effects for youth with trauma exposure.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"30 4","pages":"247-259"},"PeriodicalIF":1.9,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1063426620945665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40456655","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: 3

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":"724 1","pages":""},"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":"26 1","pages":"219 - 232"},"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":"57 1","pages":""},"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":"1 1","pages":""},"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":"63 1","pages":""},"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