Journal of Emotional and Behavioral Disorders最新文献_第8页

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD 有色人种特殊教育教师服务EBD学生工作条件的体会

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-23 DOI: 10.1177/10634266221077698

Elizabeth F. Bettini, Nelson C. Brunsting, LaRon A. Scott, Lindsey Kaler, Dani Parker Moore, K. O’Brien, Michelle M. Cumming

{"title":"Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD","authors":"Elizabeth F. Bettini, Nelson C. Brunsting, LaRon A. Scott, Lindsey Kaler, Dani Parker Moore, K. O’Brien, Michelle M. Cumming","doi":"10.1177/10634266221077698","DOIUrl":"https://doi.org/10.1177/10634266221077698","url":null,"abstract":"Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowledge, no studies have examined the experiences of SETs of color serving students with EBD. Thus, the purpose of this study is to examine the experiences of SETs of color who teach students with EBD, investigating how SETs of color rate their working conditions and intent to continue teaching students with EBD. Analyzing two extant data sets, we found that SETs of color experienced strong support from administrators and paraprofessionals, ratings of many working conditions did not differ by race/ethnicity, and SETs of color on average intended to stay in their jobs. However, of great concern, we found significant differences in experiences of school culture, colleague emotional support, and autonomy, with SETs of color rating school culture and colleague emotional support significantly lower and autonomy significantly higher than white SETs.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"1 1","pages":"96 - 110"},"PeriodicalIF":1.9,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72638454","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

A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed Versus Support Received 有色人种资优学生情感/行为挑战的生物生态学视角:所需支持与获得支持

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-04 DOI: 10.1177/10634266221076466

K. Collins, M. R. Coleman, Tarek Grantham

引用次数: 2

Perceptions About Verbal Aggression: Survey of Secondary Students With Emotional and Behavioral Disorders 中学生言语攻击认知:情绪与行为障碍调查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-04 DOI: 10.1177/10634266221076463

Daniel V. Poling, Stephen W. Smith

{"title":"Perceptions About Verbal Aggression: Survey of Secondary Students With Emotional and Behavioral Disorders","authors":"Daniel V. Poling, Stephen W. Smith","doi":"10.1177/10634266221076463","DOIUrl":"https://doi.org/10.1177/10634266221076463","url":null,"abstract":"Researchers have found that verbal aggression (VA) is the most frequent form of aggression reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, and low sense of school belonging. Moreover, VA is known to occasion physically aggressive responses, making VA especially problematic for students who exhibit chronic maladaptive behavior profiles. In this study, therefore, we surveyed 144 middle and high school students identified with an emotional and behavioral disorder to understand their involvement with VA, response to victimization, and what VA messages lead to physical aggression. We also investigated the locations of VA incidents, student perceptions about teacher-delivered consequences for VA, and witness behavior. We discuss the implications for practice, including explicit skill instruction for students and incorporating content about VA into preservice teacher coursework covering prevention and intervention strategies. Finally, we provide suggestions for future research such as conducting observations across a variety of school settings and in different regions of the country, and collecting qualitative data to enrich quantitative findings.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"14 1","pages":"14 - 26"},"PeriodicalIF":1.9,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85382235","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

Black Girls and School Discipline: The Role of Teacher’s Race, Pubertal Development, and Discipline Philosophy on Discipline Decisions 黑人女孩与学校纪律:教师种族、青春期发展和纪律哲学对纪律决定的作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-01 DOI: 10.1177/10634266221077896

Jamilia J. Blake, Lyric Jackson, Naomi M. Ruffin, P. Salter, Haoran Li, C. Banks, Kayce Solari Williams

引用次数: 3

Peer Influence in a School for Youth With Emotional and Behavioral Disorders 青少年情绪与行为障碍学校的同伴影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-02-25 DOI: 10.1177/10634266221076471

S. Franklin-Gillette, G. DuPaul, Qiong Fu, Julie B. Fogt

{"title":"Peer Influence in a School for Youth With Emotional and Behavioral Disorders","authors":"S. Franklin-Gillette, G. DuPaul, Qiong Fu, Julie B. Fogt","doi":"10.1177/10634266221076471","DOIUrl":"https://doi.org/10.1177/10634266221076471","url":null,"abstract":"Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with behavior challenges. Ratings of respectful behavior and rule-following behavior were collected for each marking period of one academic year during reading instruction and during lunch at both individual and classroom levels. Two sets of hierarchical linear models examined whether individual behavior trajectories were independent of classroom grouping (i.e., unconditional growth models) and whether classmate behavior norms predicted individual behavior (i.e., conditional growth models). Overall, individual trajectories for respectful behavior and rule-following behavior were not dependent on classroom groupings. However, across behaviors and settings, classroom norms significantly predicted individual behavior. These findings extend classroom norms research into an EBD setting and suggest that classroom norms may promote or inhibit positive behavior within self-contained classrooms for students with EBD. Behavior support programs within self-contained settings should account for influence of classroom norms (e.g., incorporation of group contingencies) to enhance social functioning of students with EBD.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"25 1","pages":"3 - 13"},"PeriodicalIF":1.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78230401","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 Relationship Between Treatment Prescription and Standardized Assessment for Youth With Identified Trauma, Behavior Problems, or Substance Use 青少年创伤、行为问题或物质使用的治疗处方与标准化评估之间的关系

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-02-25 DOI: 10.1177/10634266221076465

A. N. Verbist, Andrew M. Winters, Becky F. Antle, Crystal Collins-Camargo

{"title":"The Relationship Between Treatment Prescription and Standardized Assessment for Youth With Identified Trauma, Behavior Problems, or Substance Use","authors":"A. N. Verbist, Andrew M. Winters, Becky F. Antle, Crystal Collins-Camargo","doi":"10.1177/10634266221076465","DOIUrl":"https://doi.org/10.1177/10634266221076465","url":null,"abstract":"The use of standardized assessment in evidence-based practice (EBP) is critical in identifying empirically supported interventions (ESIs); however, the subject has received minimal attention in the literature. In a sample of child welfare involved youth, this study sought to determine whether there was a relationship between dimensions of trauma exposure, emotional/behavioral problems, and substance use problems, as identified in the Child and Adolescent Needs and Strengths (CANS) assessment conducted by behavioral health providers, and the type of prescribed ESI. Bivariate analysis of variance (ANOVA), chi-square tests, and multivariate binary logistic regression results suggest clinicians use assessment information to varying degrees when prescribing an ESI. Close to 90% of the sample was prescribed an ESI intended to address emotional or behavior concerns. Approximately one-fourth of the sample was prescribed a trauma-focused ESI, while substance use-focused ESIs were the least frequently prescribed. As the intensity of assessed trauma-related problems increased, so too did the odds of receiving an ESI intended to address trauma. To a lesser degree, as assessed emotional/behavior problems or substance use issues increased, the probability of being prescribed a related ESI also increased. Implications for practitioners, administrators, policymakers, educators, researchers, and other behavioral health stakeholders are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"22 1","pages":"300 - 312"},"PeriodicalIF":1.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74918270","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

A Novel Look at Peer Problems: Examining Predictors of Children’s Sociometric Ratings of Classmates With ADHD Symptoms 同侪问题的新视角:检查有ADHD症状的同学的儿童社会计量评分的预测因子

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-02-22 DOI: 10.1177/10634266221077260

A. Mikami, J. Na, Mario A. Ferrari, J. Owens

{"title":"A Novel Look at Peer Problems: Examining Predictors of Children’s Sociometric Ratings of Classmates With ADHD Symptoms","authors":"A. Mikami, J. Na, Mario A. Ferrari, J. Owens","doi":"10.1177/10634266221077260","DOIUrl":"https://doi.org/10.1177/10634266221077260","url":null,"abstract":"Research predominantly focuses on problematic behaviors in children with symptoms of attention-deficit/hyperactivity disorder (ADHD) to explain why they are disliked by their classroom peers. By contrast, the current study explores characteristics of peers that are associated with them disliking classmates with ADHD symptoms. To do so, we undertook a novel methodological approach using hierarchical linear modeling to examine the strength of the association between child characteristics, their sociometric ratings given to classmates, and the recipients’ ADHD symptom levels. Participants were 194 children (Grades K–4) in 12 classrooms. Using the sociometric method, children rated their liking versus disliking of each classmate. Children’s ADHD symptoms were reported by the teacher. Children’s self-reported stigma about ADHD, their own sociometric ratings received, and teacher ratings of children’s academic competence were collected. Results suggested that children who reported more stigma about ADHD, and who were more socially and academically competent, had a stronger negative association between the sociometric ratings they gave and the recipients’ ADHD symptoms (i.e., were more likely to dislike classmates with ADHD symptoms). These effects were strongest at the end of the academic year relative to the beginning of the year. Implications for interventions targeting the peer group are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"267 1","pages":"287 - 299"},"PeriodicalIF":1.9,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79807438","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 Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism 有色人种青少年情绪和行为困难的发展动态:系统压迫、相关约束和有针对性的普遍主义的需要

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-01-29 DOI: 10.1177/10634266211068892

Thomas W. Farmer, Zewelanji N. Serpell, LaRon A. Scott, Shana E. DeVlieger, Debbie S. Brooks, Jill V. Hamm

{"title":"The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism","authors":"Thomas W. Farmer, Zewelanji N. Serpell, LaRon A. Scott, Shana E. DeVlieger, Debbie S. Brooks, Jill V. Hamm","doi":"10.1177/10634266211068892","DOIUrl":"https://doi.org/10.1177/10634266211068892","url":null,"abstract":"In this introduction to the special series, we examine the emotional and behavioral difficulties of youth of color from a dynamic developmental, ecological systems perspective. Building on the concepts of the child-in-context, correlated constraints, systemic oppression, and the malleability of maladaptive patterns, we argue that current research approaches and intervention frameworks (e.g., Multitiered Systems of Support, Positive Behavioral Interventions and Support) are centered on the experiences and circumstances of youth from majority backgrounds. This creates a context in which the emotional and behavioral difficulties of youth of color reflect a continuum of services casualty in which routine daily supports, interventions, and services are not aligned with their developmental needs and their corresponding pathways to success. There is a need to establish a targeted-universalism approach in which interventions and supports are centered on the daily functioning and adaptation of underrepresented groups. We discuss how a tiered system of adaptive supports may be designed and implemented to address this need.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"71 1","pages":"71 - 85"},"PeriodicalIF":1.9,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91199980","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: 6

Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School 社会情绪风险学生的潜在特征:小学早期同侪排斥学生的异质性

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-01-07 DOI: 10.1177/10634266211051405

C. M. Hall, K. Bierman, Linda N. Jacobson

{"title":"Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School","authors":"C. M. Hall, K. Bierman, Linda N. Jacobson","doi":"10.1177/10634266211051405","DOIUrl":"https://doi.org/10.1177/10634266211051405","url":null,"abstract":"A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, M age = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"61 1","pages":"260 - 272"},"PeriodicalIF":1.9,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85762129","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

Literature Reviews of Trends and Contents of Experimental Research on Positive Behavior Support for Students with Disabilities 残障学生积极行为支持实验研究趋势及内容综述

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-12-31 DOI: 10.33770/jebd.37.4.12

J. Jo

引用次数: 1