Behavioral Disorders最新文献_第2页

Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities 教师经历的约束事件和校区对残疾儿童使用约束手段的政策

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2024-03-20 DOI: 10.1177/01987429241237722

Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa

Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.

人身限制是一种限制个人行动的紧急程序，在学生对自己或他人构成迫在眉睫的人身伤害威胁时使用。残疾学生遭受此类限制的次数是正常发育学生的七倍。在过去的十年中，有关使用限制措施的政策进行了实质性的改革；然而，全国各地的政策仍然各不相同。此外，有关在学校环境中使用限制措施的经验和政策的研究也非常有限。本研究采用多种方法的调查设计，调查了教师在约束事件和地区政策方面的经验以及与经验相关的因素，从而扩展了相关文献的内容。全国各地不同学校的 180 名学前班至十二年级教师完成了一项自我报告在线调查。调查结果显示，教师在限制行为事件和校区政策方面的经验存在差异。虽然大多数参与者表示遵守了书面的校区政策，但教育水平对教师遵守政策有很大影响，其中教育水平较高的教师不太可能遵守政策。本研究提供了对政策和实践的启示。

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引用次数: 0

Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs 辅助人员对有高强度行为支持需求的小学生实施恒定时间延迟程序的情况

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2024-02-19 DOI: 10.1177/01987429241231793

Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples

Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research.

辅助专业人员在教育系统中发挥着重要作用。然而，他们往往需要接受更多的培训，以掌握针对所教学生的具体教学策略。在本研究中，我们培训了两名在自足式小学教室工作的辅助人员，他们的工作对象是有高强度行为支持需求的学生。每名辅助教员都使用恒定延迟时间来帮助学生学习阅读年级水平的视力和科学单词。教辅人员还利用班级教师创建的个性化社交故事，收集维护和推广课程。不仅四名学生达到了掌握个性化单词集的要求，而且教辅人员还高保真地实施了所有阶段。我们讨论了研究的局限性、对实践的影响以及对未来研究的建议。

引用次数: 0

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD 通过低强度干预增强教师的能力：利用 "做个好孩子 "游戏促进多动症学生的积极行为

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2024-01-31 DOI: 10.1177/01987429231224758

Keetam D. F. Alkahtani

Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target students diagnosed with ADHD. This study used a multiple baseline design across three elementary classrooms. The results indicated that all participants’ AEB increased when the CBGG was implemented. The results also suggested that the CBGG decreases DB among target students diagnosed with ADHD. Using the CBGG as part of classroom management could reduce the time teachers spend managing student behavior and increase the time they spend on teaching.

患有注意力缺陷/多动障碍（ADHD）的学生可能会出现扰乱课堂秩序的行为。Caught Being Good Game (CBGG) 已被确定为一种管理全班行为的干预措施。本研究旨在评估 CBGG 在提高全班学生学术参与行为（AEB）和减少被诊断为多动症（ADHD）的目标学生的破坏性行为（DB）方面的效果。本研究在三个小学班级中采用了多基线设计。结果表明，实施 CBGG 后，所有参与者的 AEB 都有所提高。研究结果还表明，CBGG 减少了被诊断为多动症的目标学生的 DB。将 CBGG 作为课堂管理的一部分，可以减少教师管理学生行为的时间，增加他们用于教学的时间。

引用次数: 0

Protective Effect of Baclofen on Ovarian Cystogenesis and Morphine-Induced Lipid Profile Change in Female Rats. 巴氯芬对雌性大鼠卵巢囊肿发生和吗啡引起的血脂变化的保护作用

4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2024-01-01 Epub Date: 2023-06-30 DOI: 10.4103/ijem.ijem_364_22

Zahra Jamshidi, Manizheh Karami, Mohsen Khalili, Mehrdad Roghani

Introduction: Morphine induces ovarian cysts that cause obesity and disrupt sex hormone secretion. Baclofen, a gamma-aminobutyric acid receptor agonist, can help regulate sex hormones and reduce harmful blood lipids by protecting against morphine-induced gamma-aminobutyric acid inhibition. We investigated the prophylactic effect of baclofen in rats receiving morphine by comparing with the untreated groups.

Materials and methods: Forty eight female Wistar rats were randomly divided into several groups, including control (saline 1 mL/kg, i.p.), morphine (5 mg/kg, i.p.), baclofen (10, 20, and 30 mg/kg, i.p.), and baclofen (10, 20, and 30 mg/kg) before morphine (5 mg/kg). Twenty four hours after the treatment, blood and serum samples were taken to check the levels of gonadotropins (LH & FSH) and lipid profile. The ovaries and uterus were also studied, and a proinflammatory nitric oxide (NO) diagnostic test was completed. The results were analyzed using analysis of variance (α = 0.05).

Results: In comparison with the control group, the levels of LH and not FSH decreased in the morphine group and the number of ovarian cysts was more in the morphine group. These problems were not observed in the group of baclofen alone and baclofen + morphine. However, the triglyceride level increased slightly in the baclofen 30 mg/kg + morphine group. But the LDL level somewhat decreased. The proinflammatory NO system did not show significant activation in the ovary and uterus, except for the baclofen 10 mg/kg + baclofen group.

Conclusion: Morphine can cause ovarian cysts by lowering LH but baclofen prophylaxis can protect reproductive properties by adapting major metabolic changes.

简介吗啡会诱发卵巢囊肿，导致肥胖并干扰性激素分泌。巴氯芬是一种γ-氨基丁酸受体激动剂，可通过防止吗啡引起的γ-氨基丁酸抑制作用，帮助调节性激素和降低有害血脂。我们研究了巴氯芬对接受吗啡治疗的大鼠的预防作用，并与未接受吗啡治疗的大鼠进行了比较：将 48 只雌性 Wistar 大鼠随机分为几组，包括对照组（生理盐水 1 mL/kg，静注）、吗啡组（5 mg/kg，静注）、巴氯芬组（10、20 和 30 mg/kg，静注）和吗啡组（5 mg/kg）前巴氯芬组（10、20 和 30 mg/kg）。治疗24小时后，抽取血液和血清样本检查促性腺激素（LH和FSH）水平和血脂状况。还对卵巢和子宫进行了研究，并完成了促炎性一氧化氮（NO）诊断测试。结果采用方差分析（α = 0.05）进行分析：与对照组相比，吗啡组的 LH 水平下降，而 FSH 水平没有下降，而且吗啡组的卵巢囊肿数量更多。而单用巴氯芬组和巴氯芬+吗啡组未观察到这些问题。不过，巴氯芬 30 毫克/千克+吗啡组的甘油三酯水平略有上升。但低密度脂蛋白水平有所下降。除了巴氯芬 10 毫克/千克+巴氯芬组外，促炎性 NO 系统在卵巢和子宫中没有显示出明显的激活：结论：吗啡可通过降低 LH 导致卵巢囊肿，但巴氯芬预防性治疗可通过适应主要代谢变化来保护生殖功能。

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引用次数: 0

Examining Written Expression Curriculum-Based Measurement for Students With Emotional and Behavioral Challenges 检验书面表达能力以课程为基础，对有情绪和行为挑战的学生进行测量

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-12-15 DOI: 10.1177/01987429231215744

J. Romig, Hannah M. Mathews, Amanda A. Olsen

Students with emotional and behavioral challenges often struggle with writing. Curriculum-based measurement (CBM) is an assessment used for a variety of purposes including screening, progress monitoring, and data-based individualization. However, little research has examined technical properties of writing CBM data and supported inferences. This study examined criterion validity of two CBM tasks with the Test of Written Language-4 and whether writing fluency was affected by writing prompt type. Thirty-eight students in 7th-12th grades with emotional and behavioral challenges completed a descriptive writing task and a narrative writing task. Writing samples were scored for the number of words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences. Across all scoring procedures, associations between the descriptive prompt and the Test of Written Language-4 (number of words written, r = .27 [−.12, .58], words spelled correctly, r = .33 [−.05, .62]; correct word sequences, r = .38 [01, .65]; and correct minus incorrect word sequences, r = .44 [.08, .69] were stronger than associations between the narrative prompt and criterion measure.

有情绪和行为问题的学生往往在写作方面有困难。基于课程的测量（CBM）是一种用于筛选、进度监控和基于数据的个性化等多种目的的评估方法。然而，很少有研究对基于课程的写作测量数据的技术特性进行检验，并支持推论。本研究通过 "书面语言测试-4"（Test of Written Language-4）检验了两项 CBM 任务的标准有效性，以及写作流畅性是否受写作提示类型的影响。38名七年级至十二年级有情绪和行为障碍的学生完成了一项描述性写作任务和一项叙述性写作任务。写作样本根据所写单词数、单词拼写正确率、单词序列正确率以及单词序列正确率减错误率进行评分。在所有评分程序中，描述性提示和书面语言测试-4（Test of Written Language-4）之间的关联（所写单词数，r = .27 [-.12, .58]；单词拼写正确，r = .33 [-.05, .62]；单词顺序正确，r = .38 [01, .65]；单词顺序正确减错误，r = .44 [.08,.69]）强于叙述性提示和标准测量之间的关联。

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引用次数: 0

Definitions of and Evaluation Procedures for Emotional Disturbance: A Tale of 50 States 情感障碍的定义和评估程序：50 个州的故事

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-11-29 DOI: 10.1177/01987429231215352

M. Sallese, J. Garwood, Kimberly J. Vannest, Tammy Kolbe, Alex Carlson

The Individuals with Disabilities Education Act allows states some autonomy in altering the disability category terminology and definitions, given that the changes do not exclude students eligible under the federal language. Several states have used this flexibility for the emotional disturbance category historically. This study provides a contemporary analysis of the interstate variation in the emotional disturbance category through a comprehensive evaluation of state department education policy documents for differences in terminology, definition, and disability-specific evaluation procedures and guidance. The work is contextualized by previous reviews of similar but different purposes relevant to the time periods in which they occurred. Data from the current study show continued convergence toward the language in the federal definition. Results present notable differences related to cultural considerations, the social maladjustment exclusionary clause, and the provision of mental health services. Implications for research and policy are discussed.

残疾人教育法》允许各州在改变残疾类别的术语和定义方面有一定的自主权，只要这些改变不排除根据联邦语言符合条件的学生。历史上，有几个州在情绪障碍类别上使用了这种灵活性。本研究通过对各州教育部门政策文件的全面评估，对情绪障碍类别的州际差异进行了当代分析，以了解术语、定义以及残疾特定评估程序和指导方面的差异。这项工作的背景是以前对类似但不同的目的进行的审查，这些目的与它们发生的时间段相关。本次研究的数据显示，与联邦定义中的用语继续趋同。研究结果显示了与文化因素、社会适应不良排除条款和提供心理健康服务有关的显著差异。本文讨论了研究和政策的意义。

引用次数: 0

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review 重复阅读对有及有患EBD风险学生流利性的影响:一项基于证据的回顾

4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-10-16 DOI: 10.1177/01987429231199668

Lauren W. Collins, Sara E. C. Cook, Jennifer Ninci, Iana Weingrad

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the use of this intervention for this population. The purpose of this study was to conduct an evidence-based review that examined the use of repeated reading in improving oral reading fluency outcomes for students with and at risk for emotional and behavioral disorders according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. To focus on students with and at risk for emotional and behavioral disorders, we only included studies that included or disaggregated results for the target population. Although this narrow scope resulted in only six studies for inclusion, repeated reading was classified as having mixed evidence for improving the oral reading fluency of students with emotional and behavioral disorders and insufficient evidence for students at risk. We discuss the implications for research and practice.

有情绪和行为障碍的学生历来在阅读方面表现不佳。对于有或有情绪和行为障碍风险的学生来说，提高口语阅读流畅性的一种策略是重复阅读。然而，目前还没有一项以证据为基础的综述来检查这种干预措施对这一人群的使用。本研究的目的是进行一项基于证据的回顾，根据特殊教育中基于证据的实践的特殊儿童标准委员会的标准，检查重复阅读在改善有情绪和行为障碍的学生口语阅读流畅性方面的使用情况。为了关注有情绪和行为障碍风险的学生，我们只纳入了包括目标人群的结果或分类结果的研究。虽然这个狭窄的范围导致只有六项研究被纳入，但重复阅读被归类为对有情绪和行为障碍的学生提高口语阅读流畅性的证据不一，对有风险的学生的证据不足。我们讨论了对研究和实践的影响。

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引用次数: 0

Using Performance Feedback With and Without Goal Setting on Teachers’ Classroom Management Skills 有无目标设置的绩效反馈对教师课堂管理技能的影响

4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-10-07 DOI: 10.1177/01987429231201096

Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock, Angie B. Harris

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants included four general and special educators at an alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting.

虽然已经确定了改善情绪和/或行为障碍(EBD)学生学习参与度的循证实践，但许多教师并没有以最佳的保真度实施这些实践。因此，提高教师忠诚度需要有效的策略。绩效反馈是一种有效的职业发展策略，但目标设定等辅助策略是否能进一步提高忠诚度尚不清楚。在本研究中，我们使用多探针设计评估了有目标和没有目标的电子邮件绩效反馈对教师实施回应机会和行为特定表扬的影响。参加者包括四名普通及特殊教育工作者，他们来自一所专为EBD学生而设的另类学校。结果表明，书面绩效反馈和目标设定相结合是有效的，单独的绩效反馈也是有效的。我们无法确定目标设定部分是否加强了绩效反馈。教师对绩效反馈与目标设定的有效性和可行性给出了积极的反馈。

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引用次数: 0

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders 情绪与行为障碍教师的自我效能、倦怠与离职意向

4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-10-07 DOI: 10.1177/01987429231201566

Nelson C. Brunsting, Kristabel Stark, Elizabeth Bettini, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Marcia L. Rock

Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs’ intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined attrition intentions among SETs serving students with emotional and behavioral disorders (EBDs), using longitudinal survey data from a nationally representative sample of teachers in the 2019–2020 school year (fall-winter-spring). We measured teachers’ self-efficacy and burnout in fall, winter, and spring as well as teachers’ intent to leave in spring. We found all three dimensions of fall burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) had an indirect effect on spring intent to leave. All three dimensions of burnout in the spring predicted intent to leave, as did winter scores on depersonalization. Cross-time relationships between of dimensions of self-efficacy and burnout were revealed; however, at no timepoint was self-efficacy a significant predictor of intent to leave in spring, whether directly or indirectly. We discuss implications for both practitioners and researchers.

由于持续严重的教师短缺，准备和维持一支熟练的特殊教育教师队伍是一项最优先的政策。在政策制定者和学校领导寻求制定干预措施以支持挽留努力的过程中，了解学生离校意向的预测因素至关重要。在本研究中，我们使用来自2019-2020学年(秋冬春季)全国代表性教师样本的纵向调查数据，研究了为患有情绪和行为障碍(ebd)学生服务的set的离职意向。我们测量了秋季、冬季和春季教师的自我效能感和倦怠感，以及春季教师的离职意向。我们发现，秋季倦怠的所有三个维度(情感衰竭、人格解体和个人成就感降低)对春季离职的意向都有间接影响。春季倦怠的所有三个维度都预示着离开的意图，冬季人格解体的得分也是如此。自我效能感各维度与倦怠之间存在跨时间关系;然而，无论是直接还是间接，在任何时间点上，自我效能都不是春季离开意图的显著预测因子。我们讨论了对从业者和研究人员的影响。

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引用次数: 0

Student Interview-Informed Behavior Contracts for High School Students Identified as At-Risk 高中生访谈知情行为契约被确定为有风险

IF 1.7 4区心理学 Q1 EDUCATION, SPECIAL

Behavioral Disorders

Pub Date : 2023-08-14 DOI: 10.1177/01987429231184808

S. Schrieber, Mary E. Ware, Evan H. Dart

Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.

解决学生具有挑战性的行为需要循证干预措施，这些干预措施可以在学校环境中实施；然而，研究中学环境中高中生有效策略的文献相对缺乏。在中小学环境中，行为契约已被用于解决具有挑战性的行为，但在高中环境中则不那么常见。此外，尽管研究表明，合作干预发展过程可能会带来一些超出有效性的额外好处，但他们在高中阶段参与学生投入的程度尚不清楚。尽管存在这些经验不足，但鉴于高中生的灵活性、协作性以及使用目标设定和明确规定的意外事件（即规则）来促进行为改变，行为契约可能非常适合解决他们的挑战性行为。因此，本研究的目的是评估结构化访谈知情行为契约干预的可接受性和有效性，以解决高中生的破坏性行为。具体而言，我们对三名学生进行了多基线设计，发现面试告知的行为契约在增加他们的学业投入行为（Tau=0.62）和减少破坏性和被动的非任务行为方面是有效的。讨论了局限性和未来的发展方向。

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引用次数: 0