Education and Treatment of Children最新文献_第10页

Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference. 行为障碍儿童的教师教育特刊(TECBD)会议简介。

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2020-01-01 Epub Date: 2020-07-29 DOI: 10.1007/s43494-020-00028-w

Sarup R Mathur, Wendy Peia Oakes, Heather Griller Clark, Eric Alan Common

引用次数: 0

A Commentary on the Misalignment of Teacher Education and the Need for Classroom Behavior Management Skills. 论教师教育的错位与课堂行为管理技能的需要。

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2020-01-01 Epub Date: 2020-11-18 DOI: 10.1007/s43494-020-00031-1

Nathan A Stevenson, Janet VanLone, Brian R Barber

{"title":"A Commentary on the Misalignment of Teacher Education and the Need for Classroom Behavior Management Skills.","authors":"Nathan A Stevenson, Janet VanLone, Brian R Barber","doi":"10.1007/s43494-020-00031-1","DOIUrl":"https://doi.org/10.1007/s43494-020-00031-1","url":null,"abstract":"Teachers' skill in fostering students' engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., Seven trends: The transformation of the teaching force, 2018; Zabel & Zabel, Journal of Special Education Leadership, 15(2), 67-73, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements of teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an overreliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 4","pages":"393-404"},"PeriodicalIF":1.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7673070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38640131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior 一项系统的文献综述，确定教师归因对学生行为的挑战维度

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0026

Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund

{"title":"A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior","authors":"Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund","doi":"10.1353/etc.2019.0026","DOIUrl":"https://doi.org/10.1353/etc.2019.0026","url":null,"abstract":"Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"557 - 578"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out 对有情绪和行为障碍风险的学生来说，少就是多:评估入住/退房的组成部分

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0022

Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen

引用次数: 4

Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool 以课堂同伴为模型的视频建模在综合学前教育中提高ASD儿童的社会沟通技能

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0024

T. Cardon, Nichole Wangsgard, N. Dobson

{"title":"Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool","authors":"T. Cardon, Nichole Wangsgard, N. Dobson","doi":"10.1353/etc.2019.0024","DOIUrl":"https://doi.org/10.1353/etc.2019.0024","url":null,"abstract":"Abstract:This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"515 - 536"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47609616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers 教师表扬训斥比:有EBD风险学生与正常发展同伴的行为反应

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0021

Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby

{"title":"Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers","authors":"Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills, J. Wehby","doi":"10.1353/etc.2019.0021","DOIUrl":"https://doi.org/10.1353/etc.2019.0021","url":null,"abstract":"Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"447 - 468"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 28

Sustaining PBIS in Secure Care for Juveniles 在青少年的安全照料中维持PBIS

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0025

Brenda Scheuermann, C. M. Nelson

引用次数: 1

Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study 探索解决学生社会能力问题以促进学校成功的方法：可用性和可行性研究

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0023

E. A. Common, M. Buckman, K. Lane, Melinda M. Leko, D. J. Royer, W. Oakes, Grant Edmund Allen

引用次数: 4

Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention. 行为技能训练对教师实施阅读跑道干预的影响。

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-08-01 DOI: 10.1353/etc.2019.0018

Carrie A Davenport, Sheila R Alber-Morgan, Moira Konrad

引用次数: 5

Assessment and Treatment of Aggression During Public Outings 公众外出时攻击行为的评估与治疗

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2019-07-13 DOI: 10.1353/ETC.2019.0016

Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan

{"title":"Assessment and Treatment of Aggression During Public Outings","authors":"Patrick W. Romani, Antoinette M. Donaldson, Abigail J. Ager, Jennifer E. Peaslee, Shanna M. Garden, M. Ariefdjohan","doi":"10.1353/ETC.2019.0016","DOIUrl":"https://doi.org/10.1353/ETC.2019.0016","url":null,"abstract":"Abstract:Problem behavior occurring during public outings can limit children's participation in these activities and can be disruptive for families. The current study included two children referred for the assessment and treatment of problem behaviors occurring during public outings. Clinic-based functional behavior assessments indicated problem behaviors were likely maintained by access to tangibles. Implementation of the tangible condition of the functional analysis in a hospital-based gift shop or cafeteria confirmed these hypotheses. To address their problem behavior and compliance, both participants participated in differential reinforcement of alternative (DRA) behavior treatment programs. Within an ABAB reversal design, DRA treatment resulted in decreased problem behavior and increased compliance to instructions when compared to the tangible condition of the functional analysis. Collectively, results of this study effectively replicated and extended an assessment and treatment procedure to address problem behaviors exhibited by children during public outings.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"345 - 359"},"PeriodicalIF":1.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47030733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3