Pub Date : 2025-11-29DOI: 10.1177/01987429251395666
Dimitris Anastasiou, Andrew L. Wiley
This tribute honors one of the most influential figures in the field. For more than five decades, Dr. James M. Kauffman advanced evidence-based practice, intellectual rigor, and critical rationality as the foundations of effective special education and the education of students with emotional and behavioral disorders. Rejecting ideological simplifications, he championed empirically grounded reform and individualized instruction. His unwavering dedication to critical rationality, science, and justice continues to inspire and guide contemporary scholarship and practice in special education.
{"title":"James M. Kauffman: A Life Dedicated to Rational and Scientific Inquiry in Special Education","authors":"Dimitris Anastasiou, Andrew L. Wiley","doi":"10.1177/01987429251395666","DOIUrl":"https://doi.org/10.1177/01987429251395666","url":null,"abstract":"This tribute honors one of the most influential figures in the field. For more than five decades, Dr. James M. Kauffman advanced evidence-based practice, intellectual rigor, and critical rationality as the foundations of effective special education and the education of students with emotional and behavioral disorders. Rejecting ideological simplifications, he championed empirically grounded reform and individualized instruction. His unwavering dedication to critical rationality, science, and justice continues to inspire and guide contemporary scholarship and practice in special education.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"14 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614132","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 : 2025-11-03DOI: 10.1177/01987429251379862
Susan Larson Etscheidt
To assure meaningful and beneficial educational progress for students with disabilities, the Individuals with Disabilities Education Act (IDEA) requires that individualized education program (IEP) teams “shall—in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior” [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams have responded to this requirement through the development of a Behavior Intervention Plan (BIP), which describes the positive behavioral supports (PBS) to address student behavior. Since neither the IDEA statute nor regulations provide guidance concerning the procedural or substantive components of such a plan, BIPs vary significantly across states, contributing to discrepant practices in schools. Further, the development and implementation of BIPs has become a highly litigious issue in special education. For this study, a qualitative, interpretive content analysis of case law was conducted to identify the procedural and substantive requirements for BIPs. Confirming and expanding the results of a previous legal analysis, five themes were established. Implications for IEP teams involved with the development and implementation of BIPs are discussed and recommendations for practice offered.
{"title":"Behavioral Intervention Plans: A Legal Analysis of Procedural and Substantive Issues","authors":"Susan Larson Etscheidt","doi":"10.1177/01987429251379862","DOIUrl":"https://doi.org/10.1177/01987429251379862","url":null,"abstract":"To assure meaningful and beneficial educational progress for students with disabilities, the Individuals with Disabilities Education Act (IDEA) requires that individualized education program (IEP) teams “shall—in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior” [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams have responded to this requirement through the development of a Behavior Intervention Plan (BIP), which describes the positive behavioral supports (PBS) to address student behavior. Since neither the IDEA statute nor regulations provide guidance concerning the procedural or substantive components of such a plan, BIPs vary significantly across states, contributing to discrepant practices in schools. Further, the development and implementation of BIPs has become a highly litigious issue in special education. For this study, a qualitative, interpretive content analysis of case law was conducted to identify the procedural and substantive requirements for BIPs. Confirming and expanding the results of a previous legal analysis, five themes were established. Implications for IEP teams involved with the development and implementation of BIPs are discussed and recommendations for practice offered.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"91 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145427744","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 : 2025-11-01DOI: 10.1177/01987429251383515
C. Michael Nelson, John Wills Lloyd, Paige Pullen, Daniel P. Hallahan, Jeanmarie Badar
James M. Kauffman left a legacy of contributions in special education research and practice, much of it focused on emotional and behavioral disorders, that will be consulted by scholars long into the future. Throughout his career, Kauffman exhibited a tireless energy, a devotion to excellence, and a dedication to improving educational outcomes for children and youths with disabilities, especially those with emotional and behavioral disorders. We summarize his contributions to research, instruction, and policy. We encourage current and future leaders to honor his efforts by forging ahead in the pursuit of humane support for students with emotional and behavioral disorders (EBD), their families, and their teachers.
詹姆斯·m·考夫曼（James M. Kauffman）在特殊教育的研究和实践中留下了大量的贡献，其中大部分集中在情绪和行为障碍方面，在未来很长一段时间里，学者们都会参考这些贡献。在他的职业生涯中，考夫曼表现出不知疲倦的精力，对卓越的奉献，以及致力于改善残疾儿童和青少年的教育成果，特别是那些有情感和行为障碍的儿童和青少年。我们总结了他在研究、教学和政策方面的贡献。我们鼓励现任和未来的领导人尊重他的努力，继续为患有情绪和行为障碍（EBD）的学生、他们的家人和他们的老师提供人道的支持。
{"title":"Pillars of the Field: A Tribute to James M. Kauffman’s Contributions to Special Education","authors":"C. Michael Nelson, John Wills Lloyd, Paige Pullen, Daniel P. Hallahan, Jeanmarie Badar","doi":"10.1177/01987429251383515","DOIUrl":"https://doi.org/10.1177/01987429251383515","url":null,"abstract":"James M. Kauffman left a legacy of contributions in special education research and practice, much of it focused on emotional and behavioral disorders, that will be consulted by scholars long into the future. Throughout his career, Kauffman exhibited a tireless energy, a devotion to excellence, and a dedication to improving educational outcomes for children and youths with disabilities, especially those with emotional and behavioral disorders. We summarize his contributions to research, instruction, and policy. We encourage current and future leaders to honor his efforts by forging ahead in the pursuit of humane support for students with emotional and behavioral disorders (EBD), their families, and their teachers.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"236 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424192","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 : 2025-10-31DOI: 10.1177/01987429251385544
Ashley Rila, Seth King, Jillian Thoele, Allison Bruhn, Elizabeth Provis, Eunhae Cho, Oluwatosin Opeoluwa, Collin Glazek, Jacey Henrichs, Carlos Mendieta, Tara Tedrow, Anna Holowicki
This issue commemorates the scholarship published in Behavioral Disorders over the past five decades. The unwavering dedication to the interests of students with emotional/behavioral disorders (EBDs) reflected in the journal’s pages has coincided with considerable variance in approaches to research, respect for participants, and intervention methodology. This article provides a summary of these changes in studies that appeared in Behavioral Disorders between 1975 and 2024. Of the 1,423 identified studies, 59.11% featured an empirical study. Of these, descriptive (52.84%) and single-case design studies (23.71%) appeared most frequently. A closer inspection of participants and methods featured in experimental research revealed greater transparency in terms of demographic variables such as race/ethnicity, with limited progress related to characteristics such as socioeconomic status or English proficiency. Interventions generally emphasized classroom applications of behavioral intervention strategies for children without disabilities. Despite considerable variance across decades, findings suggest recent work has in many ways adjusted to address contemporary emphases on factors such as fidelity and social validity. Implications for the field are discussed following a review of findings.
{"title":"Fifty Years of Behavioral Disorders: Designs, Participants, and Methods","authors":"Ashley Rila, Seth King, Jillian Thoele, Allison Bruhn, Elizabeth Provis, Eunhae Cho, Oluwatosin Opeoluwa, Collin Glazek, Jacey Henrichs, Carlos Mendieta, Tara Tedrow, Anna Holowicki","doi":"10.1177/01987429251385544","DOIUrl":"https://doi.org/10.1177/01987429251385544","url":null,"abstract":"This issue commemorates the scholarship published in <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> over the past five decades. The unwavering dedication to the interests of students with emotional/behavioral disorders (EBDs) reflected in the journal’s pages has coincided with considerable variance in approaches to research, respect for participants, and intervention methodology. This article provides a summary of these changes in studies that appeared in <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> between 1975 and 2024. Of the 1,423 identified studies, 59.11% featured an empirical study. Of these, descriptive (52.84%) and single-case design studies (23.71%) appeared most frequently. A closer inspection of participants and methods featured in experimental research revealed greater transparency in terms of demographic variables such as race/ethnicity, with limited progress related to characteristics such as socioeconomic status or English proficiency. Interventions generally emphasized classroom applications of behavioral intervention strategies for children without disabilities. Despite considerable variance across decades, findings suggest recent work has in many ways adjusted to address contemporary emphases on factors such as fidelity and social validity. Implications for the field are discussed following a review of findings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145405145","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 : 2025-10-27DOI: 10.1177/01987429251382146
Rebecca A. Cruz, Dian Mawene, Allison R. Firestone, Mary C. Cunningham, Lindy J. Johnson
Compared to white peers, Black, Latinx, and American Indian/Alaska Native (AI/AN) students are more likely to experience exclusionary discipline (e.g., suspension) and its harmful effects, calling for policy and practice transformation. Informing this transformation will require the field to contend with contextually dependent spatial-historical legacies that influence contemporary discipline practices. Focused on one geographic region of California, we used a convergent mixed-methods design to examine out-of-school suspensions across race and space. In the quantitative strand, we analyzed discipline-based outcomes spatially, merging student-level suspension records from 2011/12 to 2021/22 with geospatial historical redlining data. In the qualitative strand, we analyzed historical and contemporary policy documents to identify underlying carceral logics that inform school discipline policy. Through systematic integration of qualitative and quantitative findings, we found that Black students were overrepresented in suspensions compared to white students, and that contextual factors—including historical redlining policies, school composition, school resources, and carceral policies—undergirded suspension outcomes in schools. We provide a mixed-methods joint display from our analysis to illustrate this throughline, and we conclude with recommendations for statewide and district-level policy change.
{"title":"Past as Prologue: A Critical Spatial Analysis of Exclusionary Discipline","authors":"Rebecca A. Cruz, Dian Mawene, Allison R. Firestone, Mary C. Cunningham, Lindy J. Johnson","doi":"10.1177/01987429251382146","DOIUrl":"https://doi.org/10.1177/01987429251382146","url":null,"abstract":"Compared to white peers, Black, Latinx, and American Indian/Alaska Native (AI/AN) students are more likely to experience exclusionary discipline (e.g., suspension) and its harmful effects, calling for policy and practice transformation. Informing this transformation will require the field to contend with contextually dependent spatial-historical legacies that influence contemporary discipline practices. Focused on one geographic region of California, we used a convergent mixed-methods design to examine out-of-school suspensions across race and space. In the quantitative strand, we analyzed discipline-based outcomes spatially, merging student-level suspension records from 2011/12 to 2021/22 with geospatial historical redlining data. In the qualitative strand, we analyzed historical and contemporary policy documents to identify underlying carceral logics that inform school discipline policy. Through systematic integration of qualitative and quantitative findings, we found that Black students were overrepresented in suspensions compared to white students, and that contextual factors—including historical redlining policies, school composition, school resources, and carceral policies—undergirded suspension outcomes in schools. We provide a mixed-methods joint display from our analysis to illustrate this throughline, and we conclude with recommendations for statewide and district-level policy change.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397382","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 : 2025-10-14DOI: 10.1177/01987429251371073
Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins
Individuals with disabilities who exhibit dangerous, threatening behavior are subjected to higher rates of physical restraint, a procedure that restricts an individual’s ability to move freely. It is regrettable that efforts on eliminating the use of restraint have been ineffective, as there are many issues that coincide with the use of restraint (e.g., access to education, injury). Research on this subject is limited. The current study extends this research by examining 112 teachers’ perceptions of knowledge and training of physical restraint use with students with disabilities. Results indicate several statistically significant variables associated with perceptions, such as school location and teaching position. In light of the study’s findings, teachers, especially general education teachers and teachers in rural areas, must be provided with more training on restraint use, including the issues and concerns that coincide with its use, and equitable support from administrators.
{"title":"Teacher Perceptions of Knowledge and Training on the Use of Physical Restraint in School Settings","authors":"Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins","doi":"10.1177/01987429251371073","DOIUrl":"https://doi.org/10.1177/01987429251371073","url":null,"abstract":"Individuals with disabilities who exhibit dangerous, threatening behavior are subjected to higher rates of physical restraint, a procedure that restricts an individual’s ability to move freely. It is regrettable that efforts on eliminating the use of restraint have been ineffective, as there are many issues that coincide with the use of restraint (e.g., access to education, injury). Research on this subject is limited. The current study extends this research by examining 112 teachers’ perceptions of knowledge and training of physical restraint use with students with disabilities. Results indicate several statistically significant variables associated with perceptions, such as school location and teaching position. In light of the study’s findings, teachers, especially general education teachers and teachers in rural areas, must be provided with more training on restraint use, including the issues and concerns that coincide with its use, and equitable support from administrators.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"97 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145289509","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 : 2025-09-23DOI: 10.1177/01987429251371075
Jonte’ C. Taylor, Michele L. Moohr, Salvador Ruiz, Alice Cahill
Students with challenging behaviors can put a strain on both teachers and other learners in the classroom. While responding to challenging behavior in an effective and educative manner is critical for successfully teaching school-age children, teachers are often under-trained in evidence-based behavior reduction techniques. Timeout (TO) is defined as a behavior reduction strategy that involves removing access to reinforcement and reinforcers. TO procedures have a long history of research regarding its effectiveness and have been used by teachers and other service providers for decades. Furthermore, TO procedures can be categorized into two broad types (exclusionary and non-exclusionary) with a variety of implementation methods for each. This analysis examined published studies on TO and TO procedures for students identified as needing behavioral support. Along with analyzing the published research, we calculated the effect sizes of the TO procedures used for each study using single case research design methodologies (i.e., within-case standard mean difference and between- case standard mean difference) as appropriate and group design methodology (i.e., standard mean difference). We also evaluated publication bias on TO research for students who need behavioral support and analyzed the quality of each included study. Implications for research and practice are discuss.
{"title":"Time-Out for Students With Emotional/Behavioral Disorders: A Systematic and Meta-Analytic Review","authors":"Jonte’ C. Taylor, Michele L. Moohr, Salvador Ruiz, Alice Cahill","doi":"10.1177/01987429251371075","DOIUrl":"https://doi.org/10.1177/01987429251371075","url":null,"abstract":"Students with challenging behaviors can put a strain on both teachers and other learners in the classroom. While responding to challenging behavior in an effective and educative manner is critical for successfully teaching school-age children, teachers are often under-trained in evidence-based behavior reduction techniques. Timeout (TO) is defined as a behavior reduction strategy that involves removing access to reinforcement and reinforcers. TO procedures have a long history of research regarding its effectiveness and have been used by teachers and other service providers for decades. Furthermore, TO procedures can be categorized into two broad types (exclusionary and non-exclusionary) with a variety of implementation methods for each. This analysis examined published studies on TO and TO procedures for students identified as needing behavioral support. Along with analyzing the published research, we calculated the effect sizes of the TO procedures used for each study using single case research design methodologies (i.e., within-case standard mean difference and between- case standard mean difference) as appropriate and group design methodology (i.e., standard mean difference). We also evaluated publication bias on TO research for students who need behavioral support and analyzed the quality of each included study. Implications for research and practice are discuss.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"84 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145127714","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 : 2025-09-23DOI: 10.1177/01987429251371076
Emma Fine, Trey Herman, Bridget A. Makol, Mo Wang, Elizabeth Talbott, Bryce D. McLeod, Akram Yusuf, Andres De Los Reyes
Adults (e.g., caregivers, teachers) play a key role in youth mental health services, even as the perspectives of youth themselves are also critical to intervention success. Prior studies indicate that caregivers and youth frequently disagree on the rationale for the interventions youth receive (i.e., needs for intervention) and the plan for achieving intervention success (i.e., goals for intervention). Yet, all previous work is based on clinic samples. None have included the perspectives of teachers. We developed the Kids’ Behavior in Context Scales (KICS) to assess the contexts in which youth needs and goals manifest, which requires psychometrically sound procedures for detecting needs and goals. A school-based sample of 173 sixth- to eighth-grade youth, their caregivers, and their teachers each identified needs for intervention (e.g., aggression, anxiety, inattention), as well as goals for intervention (e.g., controlling impulses, building healthy relationships, relaxation). We observed low levels of between-informant agreement on needs and goals for intervention, with kappas ranging from .01 to .11. For only 2% of youth, all three informants endorsed the same pair of needs and goals. The KICS reveals that informant disagreements occur more frequently in school-based assessments relative to other service environments (e.g., hospitals, community mental health clinics).
{"title":"The Kids’ Behavior in Context Scales (KICS) I: Teacher, Caregiver, and Youth Views on Needs and Goals for Intervention","authors":"Emma Fine, Trey Herman, Bridget A. Makol, Mo Wang, Elizabeth Talbott, Bryce D. McLeod, Akram Yusuf, Andres De Los Reyes","doi":"10.1177/01987429251371076","DOIUrl":"https://doi.org/10.1177/01987429251371076","url":null,"abstract":"Adults (e.g., caregivers, teachers) play a key role in youth mental health services, even as the perspectives of youth themselves are also critical to intervention success. Prior studies indicate that caregivers and youth frequently disagree on the rationale for the interventions youth receive (i.e., needs for intervention) and the plan for achieving intervention success (i.e., goals for intervention). Yet, all previous work is based on clinic samples. None have included the perspectives of teachers. We developed the Kids’ Behavior in Context Scales (KICS) to assess the contexts in which youth needs and goals manifest, which requires psychometrically sound procedures for detecting needs and goals. A school-based sample of 173 sixth- to eighth-grade youth, their caregivers, and their teachers each identified needs for intervention (e.g., aggression, anxiety, inattention), as well as goals for intervention (e.g., controlling impulses, building healthy relationships, relaxation). We observed low levels of between-informant agreement on needs and goals for intervention, with kappas ranging from .01 to .11. For only 2% of youth, all three informants endorsed the same pair of needs and goals. The KICS reveals that informant disagreements occur more frequently in school-based assessments relative to other service environments (e.g., hospitals, community mental health clinics).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"30 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145116357","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 : 2025-09-15DOI: 10.1177/01987429251371074
Trey Herman, Emma Fine, Bridget A. Makol, Mo Wang, Elizabeth Talbott, Bryce D. McLeod, Akram Yusuf, Andres De Los Reyes
Tailoring psychosocial interventions requires linking youth mental health concerns to the social contexts in which they manifest. We designed the Kids’ Behavior in Context Scales (KICS) to gather data about these social contexts―experiences at school, home, and/or with peers, for example―and their links to youth mental health services. A school-based sample of 173 sixth- to eighth-grade youth, their caregivers, and their teachers each rated social contexts connected to needs for intervention (e.g., aggression, anxiety, inattention) and goals for intervention (e.g., building healthy relationships, relaxation). On the KICS, higher ratings indicate higher contextual stability of youth needs and goals. For each informant, their ratings demonstrated criterion-related validity connected to scores taken from well-established measures of youth psychosocial functioning. Cross-informant agreement on social context ratings was low-to-moderate for needs (average r = .24) and near-zero for goals (average r = .01). These patterns resulted in interpretable structures for discrepant results among informants’ social context ratings for needs but not for goals, and thus, distinct correlations with validity criteria when social context ratings were integrated. Social contexts linked to needs for intervention may be more contextually stable than those related to goals for intervention. The KICS opens doors to using contextual data when tailoring youth mental health services.
{"title":"The Kids’ Behavior in Context Scales (KICS) II: An Instrument for Detecting Social Contexts Relevant to Youth Interventions","authors":"Trey Herman, Emma Fine, Bridget A. Makol, Mo Wang, Elizabeth Talbott, Bryce D. McLeod, Akram Yusuf, Andres De Los Reyes","doi":"10.1177/01987429251371074","DOIUrl":"https://doi.org/10.1177/01987429251371074","url":null,"abstract":"Tailoring psychosocial interventions requires linking youth mental health concerns to the social contexts in which they manifest. We designed the Kids’ Behavior in Context Scales (KICS) to gather data about these social contexts―experiences at school, home, and/or with peers, for example―and their links to youth mental health services. A school-based sample of 173 sixth- to eighth-grade youth, their caregivers, and their teachers each rated social contexts connected to needs for intervention (e.g., aggression, anxiety, inattention) and goals for intervention (e.g., building healthy relationships, relaxation). On the KICS, higher ratings indicate higher contextual stability of youth needs and goals. For each informant, their ratings demonstrated criterion-related validity connected to scores taken from well-established measures of youth psychosocial functioning. Cross-informant agreement on social context ratings was low-to-moderate for needs (average <jats:italic>r</jats:italic> = .24) and near-zero for goals (average <jats:italic>r</jats:italic> = .01). These patterns resulted in interpretable structures for discrepant results among informants’ social context ratings for needs but not for goals, and thus, distinct correlations with validity criteria when social context ratings were integrated. Social contexts linked to needs for intervention may be more contextually stable than those related to goals for intervention. The KICS opens doors to using contextual data when tailoring youth mental health services.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"36 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072461","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 : 2025-09-15DOI: 10.1177/01987429251363206
Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen
Check-In Check-Out (CICO) is a widely used intervention for students who need more intensive behavior support in school. Although CICO support has been extensively studied, there is still a lack of large-scale studies on the effectiveness of the CICO support as well as studies of moderators of the intervention effect. In this study, we evaluated the outcomes of the CICO support in Finnish schools and the effects of different moderators on behavioral change. Fifty-one students participated in the study. Positive and problem behaviors of the participating students were followed before, during and after CICO support. Moderating variables were individual-level factors. At the group level, the effect sizes for change in behavior were large. Individual-level factors were not connected to changes in behaviors. CICO support appeared effective across all grade levels, regardless of the pupil’s need for pedagogical support, behavioral diagnosis, or preintervention problem behavior level.
{"title":"Check-In Check-Out Behavior Support in Mainstream Schools: Intervention Response and Moderators","authors":"Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen","doi":"10.1177/01987429251363206","DOIUrl":"https://doi.org/10.1177/01987429251363206","url":null,"abstract":"Check-In Check-Out (CICO) is a widely used intervention for students who need more intensive behavior support in school. Although CICO support has been extensively studied, there is still a lack of large-scale studies on the effectiveness of the CICO support as well as studies of moderators of the intervention effect. In this study, we evaluated the outcomes of the CICO support in Finnish schools and the effects of different moderators on behavioral change. Fifty-one students participated in the study. Positive and problem behaviors of the participating students were followed before, during and after CICO support. Moderating variables were individual-level factors. At the group level, the effect sizes for change in behavior were large. Individual-level factors were not connected to changes in behaviors. CICO support appeared effective across all grade levels, regardless of the pupil’s need for pedagogical support, behavioral diagnosis, or preintervention problem behavior level.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072462","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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