Pub Date : 2025-03-17DOI: 10.1177/01987429251324151
Kyleigh P. Ivory, Lee Kern
Supporting parents in foundational positive behavior support strategies for use with their child is a commonly employed method to improve child behavior in natural contexts, including the home. Parents have learned and implemented a variety of strategies with integrity; however, there is limited research regarding the maintenance of skills. Furthermore, although parents have been taught to implement behavior-specific praise (BSP), the quality of parent BSP has yet to be evaluated. Using a single-case design, three parents were taught to use targeted levels of BSP that contained quality elements, including contingency, immediacy, and variety. Results demonstrated that behavioral skills training resulted in parent mastery of BSP for both frequency and quality; however, skills diminished during maintenance. Self-monitoring was then introduced, resulting in increases to targeted levels. Child engagement and problem behavior were also assessed, with mixed results. Social validity for both BSP and self-monitoring indicated that parents found the practices to be acceptable and feasible.
{"title":"Behavioral Skills Training and Self-Monitoring to Increase and Maintain the Rate and Quality of Parent-Delivered Praise","authors":"Kyleigh P. Ivory, Lee Kern","doi":"10.1177/01987429251324151","DOIUrl":"https://doi.org/10.1177/01987429251324151","url":null,"abstract":"Supporting parents in foundational positive behavior support strategies for use with their child is a commonly employed method to improve child behavior in natural contexts, including the home. Parents have learned and implemented a variety of strategies with integrity; however, there is limited research regarding the maintenance of skills. Furthermore, although parents have been taught to implement behavior-specific praise (BSP), the quality of parent BSP has yet to be evaluated. Using a single-case design, three parents were taught to use targeted levels of BSP that contained quality elements, including contingency, immediacy, and variety. Results demonstrated that behavioral skills training resulted in parent mastery of BSP for both frequency and quality; however, skills diminished during maintenance. Self-monitoring was then introduced, resulting in increases to targeted levels. Child engagement and problem behavior were also assessed, with mixed results. Social validity for both BSP and self-monitoring indicated that parents found the practices to be acceptable and feasible.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"92 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-20DOI: 10.1177/01987429251314871
Kristen L. Granger, Erica Ross, Meghan Reichel, Sophie Edelman
Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students’ classroom-based social experiences is how they are perceived by their classmates. The current study examined the extent to which the behavioral reputations of K to third-grade students identified as with or at risk for EBD (focal students; n = 26) differed from their classmates ( n = 120). Results revealed that focal students had poorer behavioral reputations among the domains of Starts Fights, Says Mean Things, Nice, Cooperates, and Gives the Teacher a Hard Time; and that these reputations were stable over time. Interestingly, there were no differences between focal students and their classmates for the reputation of being Picked On. Implications and limitations are discussed.
{"title":"Behavioral Reputations of Elementary Students With or at Risk for Emotional and Behavioral Disorders","authors":"Kristen L. Granger, Erica Ross, Meghan Reichel, Sophie Edelman","doi":"10.1177/01987429251314871","DOIUrl":"https://doi.org/10.1177/01987429251314871","url":null,"abstract":"Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students’ classroom-based social experiences is how they are perceived by their classmates. The current study examined the extent to which the behavioral reputations of K to third-grade students identified as with or at risk for EBD (focal students; n = 26) differed from their classmates ( n = 120). Results revealed that focal students had poorer behavioral reputations among the domains of Starts Fights, Says Mean Things, Nice, Cooperates, and Gives the Teacher a Hard Time; and that these reputations were stable over time. Interestingly, there were no differences between focal students and their classmates for the reputation of being Picked On. Implications and limitations are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"28 26 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-29DOI: 10.1177/01987429251314384
Heather M. Dulas, Lisa Bowman-Perrott, Trudy E. Georgio, Claudia M. Dunn, Yi-Fan Li
In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed.
{"title":"Increasing Prosocial Employment Skills for Adolescents With Emotional and/or Behavioral Disorders: A Systematic Review and Quality Review","authors":"Heather M. Dulas, Lisa Bowman-Perrott, Trudy E. Georgio, Claudia M. Dunn, Yi-Fan Li","doi":"10.1177/01987429251314384","DOIUrl":"https://doi.org/10.1177/01987429251314384","url":null,"abstract":"In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-09DOI: 10.1177/01987429241311297
Allyson Pitzel, Sara Sanders, Lauren Hart Rollins, Olivia R. Hester, Aimee J. Hackney, Kristine Jolivette
Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented.
{"title":"Addressing Literacy Skills of Adolescent Girls in a Juvenile Justice Facility: Using the Self-Regulated Strategy Development Instructional Approach to Improve Written Summaries","authors":"Allyson Pitzel, Sara Sanders, Lauren Hart Rollins, Olivia R. Hester, Aimee J. Hackney, Kristine Jolivette","doi":"10.1177/01987429241311297","DOIUrl":"https://doi.org/10.1177/01987429241311297","url":null,"abstract":"Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142940279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1177/01987429241289912
Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell
We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2+ for a risk category, not distinguishing between moderate- and high-risk categories.
{"title":"A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools","authors":"Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell","doi":"10.1177/01987429241289912","DOIUrl":"https://doi.org/10.1177/01987429241289912","url":null,"abstract":"We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2+ for a risk category, not distinguishing between moderate- and high-risk categories.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-16DOI: 10.1177/01987429241290238
Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison
A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.
{"title":"Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program","authors":"Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison","doi":"10.1177/01987429241290238","DOIUrl":"https://doi.org/10.1177/01987429241290238","url":null,"abstract":"A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-02DOI: 10.1177/01987429241269519
Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine
We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).
{"title":"An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools","authors":"Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine","doi":"10.1177/01987429241269519","DOIUrl":"https://doi.org/10.1177/01987429241269519","url":null,"abstract":"We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"142 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142566063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1177/01987429241287158
Danielle R. Harrell, Ambra L. Green, Janine Shuman, Aundraea Brown
Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic sample ( N = 2,463) that was majority male (52%), Black and Hispanic (81%), and with an average age of 9.3 years. Using multivariate logistic regression with subgroup analysis, negative peer relationships and being male were associated with suicidal ideation in children without a history of suspension/expulsion. On the contrary, children with a history of suspension/expulsion and a disability status had three times higher odds of suicidal ideation in comparison to children with no disability status. These findings have important research and practical implications, which are discussed.
自杀行为在儿童中比较常见，但有关相关风险的文献仍然有限。本研究采用累积风险模型，考察了残疾状况、停学/开除、与学校脱节以及消极的同伴关系对自杀行为的影响。所使用的数据来自 "家庭未来与儿童福祉研究"（The Future of Families and Child Wellbeing Study），该研究的分析样本（N = 2,463）大多为男性（52%）、黑人和西班牙裔（81%），平均年龄为 9.3 岁。通过多变量逻辑回归和分组分析，在没有停学/开除史的儿童中，消极的同伴关系和男性与自杀意念有关。相反，与无残疾状况的儿童相比，有过停学/开除经历且有残疾状况的儿童出现自杀念头的几率要高出三倍。这些研究结果具有重要的研究和实践意义，现予以讨论。
{"title":"Disability Status and Early Suicide Risk Among Children With and Without a History of Suspensions/Expulsions","authors":"Danielle R. Harrell, Ambra L. Green, Janine Shuman, Aundraea Brown","doi":"10.1177/01987429241287158","DOIUrl":"https://doi.org/10.1177/01987429241287158","url":null,"abstract":"Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic sample ( N = 2,463) that was majority male (52%), Black and Hispanic (81%), and with an average age of 9.3 years. Using multivariate logistic regression with subgroup analysis, negative peer relationships and being male were associated with suicidal ideation in children without a history of suspension/expulsion. On the contrary, children with a history of suspension/expulsion and a disability status had three times higher odds of suicidal ideation in comparison to children with no disability status. These findings have important research and practical implications, which are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"52 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-26DOI: 10.1177/01987429241292300
Khaled Alkherainej, Christopher Pinkney
Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed
{"title":"Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs","authors":"Khaled Alkherainej, Christopher Pinkney","doi":"10.1177/01987429241292300","DOIUrl":"https://doi.org/10.1177/01987429241292300","url":null,"abstract":"Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/01987429241269464
Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein
Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998 ( n = 1,509) and one sampled in 2020 ( n = 1,513), to examine long-term trends in the socially maladjusted behaviors of students with ED and their peers without disabilities. Results indicated that (a) socially maladjusted behaviors were significantly lower for the 2020 cohort compared with 1998 cohort, (b) the decrease from 1998 to 2020 was significantly more pronounced for students with ED compared with peers without disabilities, and (c) only adolescent students demonstrated significant decreases in socially maladjusted behaviors. Potential explanations, limitations of the study, and implications for schools are discussed.
{"title":"Long-Term Trends in Socially Maladjusted Behavior of Students With and Without Emotional and Behavioral Disorders: A 22-Year Repeated Cross-Sectional Study","authors":"Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein","doi":"10.1177/01987429241269464","DOIUrl":"https://doi.org/10.1177/01987429241269464","url":null,"abstract":"Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998 ( n = 1,509) and one sampled in 2020 ( n = 1,513), to examine long-term trends in the socially maladjusted behaviors of students with ED and their peers without disabilities. Results indicated that (a) socially maladjusted behaviors were significantly lower for the 2020 cohort compared with 1998 cohort, (b) the decrease from 1998 to 2020 was significantly more pronounced for students with ED compared with peers without disabilities, and (c) only adolescent students demonstrated significant decreases in socially maladjusted behaviors. Potential explanations, limitations of the study, and implications for schools are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142101914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：