Pub Date : 2020-03-13DOI: 10.1177/0198742920911651
Amanda W. Sheaffer, Caitlyn E. Majeika, Allison F. Gilmour, J. Wehby
As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers’ perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352). We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers’ perceptions may inform intervention selection and implementation for students with or at risk of EBD.
{"title":"Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations","authors":"Amanda W. Sheaffer, Caitlyn E. Majeika, Allison F. Gilmour, J. Wehby","doi":"10.1177/0198742920911651","DOIUrl":"https://doi.org/10.1177/0198742920911651","url":null,"abstract":"As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers’ perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352). We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers’ perceptions may inform intervention selection and implementation for students with or at risk of EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"96 - 107"},"PeriodicalIF":1.7,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43588575","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 : 2020-03-10DOI: 10.1177/0198742920911183
Joseph Calvin Gagnon, Jacqueline M. Swank
A national study of clinical directors examined professional development (PD) focused on mental health provided to professionals in juvenile justice facilities for adjudicated youth. A total of 85 clinical directors responded to a mail survey (45% return rate). The survey questions related to (a) topics of staff training and the basis for choosing topics, (b) which professionals participated in each PD topic, (c) training format and frequency of PD, (d) recommended attributes of PD, (e) methods of evaluating PD, and (f) adequacy of PD and how can it be improved. For each topic, PD was typically provided once per year and face to face, rather than online. PD participation rates were commonly in the 30% and 40% ranges for professionals other than clinical directors and counselors, with teachers, correctional officers, administrators, and teaching assistants receiving PD the least. Rarely did PD include recommended attributes of PD, and it was commonly viewed as ineffective. Implications for research and practice related to PD and its relationship to youth reentry from juvenile justice facilities are discussed.
{"title":"A National Survey on Mental Health Professional Development in Juvenile Justice Facilities: Implications for Youth Reentry","authors":"Joseph Calvin Gagnon, Jacqueline M. Swank","doi":"10.1177/0198742920911183","DOIUrl":"https://doi.org/10.1177/0198742920911183","url":null,"abstract":"A national study of clinical directors examined professional development (PD) focused on mental health provided to professionals in juvenile justice facilities for adjudicated youth. A total of 85 clinical directors responded to a mail survey (45% return rate). The survey questions related to (a) topics of staff training and the basis for choosing topics, (b) which professionals participated in each PD topic, (c) training format and frequency of PD, (d) recommended attributes of PD, (e) methods of evaluating PD, and (f) adequacy of PD and how can it be improved. For each topic, PD was typically provided once per year and face to face, rather than online. PD participation rates were commonly in the 30% and 40% ranges for professionals other than clinical directors and counselors, with teachers, correctional officers, administrators, and teaching assistants receiving PD the least. Rarely did PD include recommended attributes of PD, and it was commonly viewed as ineffective. Implications for research and practice related to PD and its relationship to youth reentry from juvenile justice facilities are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"149 - 162"},"PeriodicalIF":1.7,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427236","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 : 2020-02-10DOI: 10.1177/0198742920902374
Elizabeth Talbott, Jaime L. Zurheide, G. Karabatsos, Skip Kumm
Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design. We retrieved n = 53 correlations from n = 7,885 pairs of monozygotic (MZ) twins and n = 67 correlations from n = 11,696 pairs of dizygotic (DZ) twins with two goals: (a) to test the best-fitting models for predicting similarity (correlations) in teacher ratings of MZ and DZ twin pairs and (b) to identify significant predictors in the respective models. We found that, for both MZ and DZ twins, the best-fitting model included all predictors and interactions. In the MZ model, we found a significant positive interaction between the percentage of same teachers who completed the ratings and male twins; in the DZ model, we found a significant negative interaction between the percentage of same teachers who completed the ratings and opposite sex twins. Teacher ratings converged and diverged in expected ways, advancing research in the context of the attributions-bias-context (ABC) model of informant ratings.
{"title":"Similarity in Teacher Ratings of the Externalizing Behavior of Twins: A Meta-Analysis","authors":"Elizabeth Talbott, Jaime L. Zurheide, G. Karabatsos, Skip Kumm","doi":"10.1177/0198742920902374","DOIUrl":"https://doi.org/10.1177/0198742920902374","url":null,"abstract":"Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design. We retrieved n = 53 correlations from n = 7,885 pairs of monozygotic (MZ) twins and n = 67 correlations from n = 11,696 pairs of dizygotic (DZ) twins with two goals: (a) to test the best-fitting models for predicting similarity (correlations) in teacher ratings of MZ and DZ twin pairs and (b) to identify significant predictors in the respective models. We found that, for both MZ and DZ twins, the best-fitting model included all predictors and interactions. In the MZ model, we found a significant positive interaction between the percentage of same teachers who completed the ratings and male twins; in the DZ model, we found a significant negative interaction between the percentage of same teachers who completed the ratings and opposite sex twins. Teacher ratings converged and diverged in expected ways, advancing research in the context of the attributions-bias-context (ABC) model of informant ratings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"80 - 95"},"PeriodicalIF":1.7,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920902374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42439107","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 : 2020-02-01DOI: 10.1177/0198742919837647
B. Lloyd, Kayla R. Randall, Emily S. Weaver, Johanna L. Staubitz, Naomi Parikh
Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.
{"title":"An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion","authors":"B. Lloyd, Kayla R. Randall, Emily S. Weaver, Johanna L. Staubitz, Naomi Parikh","doi":"10.1177/0198742919837647","DOIUrl":"https://doi.org/10.1177/0198742919837647","url":null,"abstract":"Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"102 - 85"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919837647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878329","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 : 2020-02-01DOI: 10.1177/0198742919883276
Ryan G. Carlson, R. Hock, M. George, Gerda Kumpiene, M. Yell, Esther D. McCartney, Davis E. Riddle, M. Weist
This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.
{"title":"Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems","authors":"Ryan G. Carlson, R. Hock, M. George, Gerda Kumpiene, M. Yell, Esther D. McCartney, Davis E. Riddle, M. Weist","doi":"10.1177/0198742919883276","DOIUrl":"https://doi.org/10.1177/0198742919883276","url":null,"abstract":"This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"103 - 116"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919883276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48657920","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 : 2020-02-01DOI: 10.1177/0198742919828310
E. A. Common, K. Lane, E. Cantwell, Nelson C. Brunsting, W. Oakes, K. Germer, L. A. Bross
We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.
{"title":"Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review","authors":"E. A. Common, K. Lane, E. Cantwell, Nelson C. Brunsting, W. Oakes, K. Germer, L. A. Bross","doi":"10.1177/0198742919828310","DOIUrl":"https://doi.org/10.1177/0198742919828310","url":null,"abstract":"We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"67 - 84"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919828310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477307","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 : 2020-02-01DOI: 10.1177/0198742919851021
Nicholas A. Gage, Todd Haydon, Ashley S. Macsuga-Gage, Emily M. Flowers, Lyndsie A. Erdy
Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.
主动监督——定义为循环，扫描，与学生互动，并加强教师或其他工作人员预期的学术和社会行为的示范——通常被认为是安全学校的一个组成部分。然而，支持积极监督有效性的证据基础尚未得到综合，其质量也未得到评价。因此，我们对评估学校主动监督效果的实证研究进行了循证回顾和荟萃分析。我们确定了12项评估主动监督的研究，评估了每项研究的质量，并计算了学生行为(包括破坏性行为)的效应量。四项研究的结果满足估计标准化平均差异效应大小的数据要求，表明主动监督平均减少了近2.0个标准差单位的问题行为。只有四项研究符合What Works Clearinghouse (WWC)的设计标准，这些研究的结果是混合的，因此不符合WWC的循证标准。讨论了今后研究的局限性和建议。
{"title":"An Evidence-Based Review and Meta-Analysis of Active Supervision","authors":"Nicholas A. Gage, Todd Haydon, Ashley S. Macsuga-Gage, Emily M. Flowers, Lyndsie A. Erdy","doi":"10.1177/0198742919851021","DOIUrl":"https://doi.org/10.1177/0198742919851021","url":null,"abstract":"Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"117 - 128"},"PeriodicalIF":1.7,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919851021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339953","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 : 2019-12-26DOI: 10.1177/0198742919896305
Nicholas A. Gage, Nicolette M. Grasley-Boy, Michael Lombardo, Lucas Anderson
Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.
{"title":"The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication","authors":"Nicholas A. Gage, Nicolette M. Grasley-Boy, Michael Lombardo, Lucas Anderson","doi":"10.1177/0198742919896305","DOIUrl":"https://doi.org/10.1177/0198742919896305","url":null,"abstract":"Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"42 - 53"},"PeriodicalIF":1.7,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919896305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596347","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 : 2019-12-14DOI: 10.1177/0198742919894288
Abigail Novak, Daniel V. Poling, Rebecca L Muller, David J. Peyton
Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.
{"title":"Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2","authors":"Abigail Novak, Daniel V. Poling, Rebecca L Muller, David J. Peyton","doi":"10.1177/0198742919894288","DOIUrl":"https://doi.org/10.1177/0198742919894288","url":null,"abstract":"Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"29 - 41"},"PeriodicalIF":1.7,"publicationDate":"2019-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919894288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426280","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 : 2019-12-14DOI: 10.1177/0198742919891414
Deanne Unruh, Miriam Waintrup, Charlotte Y. Alverson, M. Erickson, C. MaGee
Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.
{"title":"Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach","authors":"Deanne Unruh, Miriam Waintrup, Charlotte Y. Alverson, M. Erickson, C. MaGee","doi":"10.1177/0198742919891414","DOIUrl":"https://doi.org/10.1177/0198742919891414","url":null,"abstract":"Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"175 - 186"},"PeriodicalIF":1.7,"publicationDate":"2019-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919891414","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49572161","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}
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