Pub Date : 2025-09-15DOI: 10.1177/01987429251371072
Allie M. Cramer, Lucy Barnard-Brak, Alexis Statton
Students with disabilities are subjected to coercive measures more frequently than typically developing students. While mechanical restraint, a procedure that restricts movement by using a device (e.g., belt, strap), is illegal to use in public schools in many states, some teachers may not be aware of that. There is no study to date examining teacher- or administrator-reported use of mechanical restraint events in school settings. The current study explored the frequency of teacher- and administrator-reported mechanical restraint use, types and prevalence of devices used, and sociodemographic variables associated with mechanical restraint use. Ninety-six Prekindergarten through 12th grade teachers and 160 administrators (e.g., principals, special education coordinators) completed an online, self-report survey. Most teachers ( n = 77) and administrators ( n = 129) reported the crisis management team using only their physical body during restraint events. Fifteen teachers and 23 administrators reported at least one device being used during at least one restraint event. A variety of types of devices and a range of prevalence of device use were reported. No sociodemographic variables were associated with teacher- or administrator-reported device use. Implications for policy and practice are provided.
{"title":"Teacher- and Administrator-Reported Mechanical Restraint Use in Schools","authors":"Allie M. Cramer, Lucy Barnard-Brak, Alexis Statton","doi":"10.1177/01987429251371072","DOIUrl":"https://doi.org/10.1177/01987429251371072","url":null,"abstract":"Students with disabilities are subjected to coercive measures more frequently than typically developing students. While mechanical restraint, a procedure that restricts movement by using a device (e.g., belt, strap), is illegal to use in public schools in many states, some teachers may not be aware of that. There is no study to date examining teacher- or administrator-reported use of mechanical restraint events in school settings. The current study explored the frequency of teacher- and administrator-reported mechanical restraint use, types and prevalence of devices used, and sociodemographic variables associated with mechanical restraint use. Ninety-six Prekindergarten through 12th grade teachers and 160 administrators (e.g., principals, special education coordinators) completed an online, self-report survey. Most teachers ( <jats:italic>n</jats:italic> = 77) and administrators ( <jats:italic>n</jats:italic> = 129) reported the crisis management team using only their physical body during restraint events. Fifteen teachers and 23 administrators reported at least one device being used during at least one restraint event. A variety of types of devices and a range of prevalence of device use were reported. No sociodemographic variables were associated with teacher- or administrator-reported device use. Implications for policy and practice are provided.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"2 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072463","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 : 2025-07-11DOI: 10.1177/01987429251349130
Joseph Calvin Gagnon, Jia Quan, Matthew L. Daley, Corinne Huggins-Manley, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert
This study evaluated the convergent and discriminant validity of scores from screening tools for depression (Traumatic Symptom Checklist for Children [TSCC], Massachusetts Youth Screening Instrument-Second Version [MAYSI-2], Reynolds Adolescent Depression Scale-Second Edition [RADS-2], Adolescent Psychopathology Scale, Short Form [APSSF-Short Form]) and suicidality (Suicidal Ideation Questionnaire Junior High School Version [SIQ-JR], MAYSI-2) with adjudicated youth. We also evaluated if convergent and divergent correlational relationships were statistically invariant across ethnic groups. Correlations evaluating convergent validity within subscales measuring depression and suicide ideation were r = 0.38–0.56. Correlations evaluating divergent evidence across depression and suicide ideation were r = 0.32–0.58. Concerning convergent correlations, both depression subscales and suicide ideation subscales were nearly 0.1 higher for White youth compared to African American youth. Results indicate that caution is needed when selecting screening tools and the importance of utilizing multiple sources of information, varied methods, and data from multiple settings. Additional results and implications are noted.
{"title":"Convergence, Divergence, and Predictive Validity in Depression and Suicidality Screening Tools with Adjudicated Youth Across Ethnicity","authors":"Joseph Calvin Gagnon, Jia Quan, Matthew L. Daley, Corinne Huggins-Manley, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert","doi":"10.1177/01987429251349130","DOIUrl":"https://doi.org/10.1177/01987429251349130","url":null,"abstract":"This study evaluated the convergent and discriminant validity of scores from screening tools for depression (Traumatic Symptom Checklist for Children [TSCC], Massachusetts Youth Screening Instrument-Second Version [MAYSI-2], Reynolds Adolescent Depression Scale-Second Edition [RADS-2], Adolescent Psychopathology Scale, Short Form [APSSF-Short Form]) and suicidality (Suicidal Ideation Questionnaire Junior High School Version [SIQ-JR], MAYSI-2) with adjudicated youth. We also evaluated if convergent and divergent correlational relationships were statistically invariant across ethnic groups. Correlations evaluating convergent validity within subscales measuring depression and suicide ideation were <jats:italic>r</jats:italic> = 0.38–0.56. Correlations evaluating divergent evidence across depression and suicide ideation were <jats:italic>r</jats:italic> = 0.32–0.58. Concerning convergent correlations, both depression subscales and suicide ideation subscales were nearly 0.1 higher for White youth compared to African American youth. Results indicate that caution is needed when selecting screening tools and the importance of utilizing multiple sources of information, varied methods, and data from multiple settings. Additional results and implications are noted.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603120","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 : 2025-07-11DOI: 10.1177/01987429251349115
Kristen L. Granger, Jason C. Chow, Michael D. Broda, Meghan Reichel
The purpose of this study was to provide deeper insight into the substantive nature of the friendships of students with or at risk for emotional and behavioral disorders. We examined the friendship nominations of Kindergarten to third grade students with or at risk for emotional and behavioral disorders (focal students), and their classmates, to describe the reciprocity, stability, and quality of friendships at two time points during the school year. Results revealed that a majority of focal students nominated at least one best friend in the beginning of the year. However, only 32% of these nominations were reciprocated by their classmates. Focal student’s reports of friendship quality did not differ between their reciprocated and unreciprocated nominations. Later in the year, 60% of the friendship nominations from Time 1 remained. However, focal student’s perceptions of friendship quality did not differ between the stable and unstable nominations. Finally, of the friendship nominations that were present at Time 1 and Time 2, approximately 48% were reciprocated. Findings reinforce that focal students experience social challenges, and that this population of students may overestimate the presence of reciprocal friendships. We conclude with a discussion of the implications of this work for research and practice.
{"title":"Friendship Reciprocity, Stability, and Quality of Students With or at Risk for Emotional and Behavioral Disorders","authors":"Kristen L. Granger, Jason C. Chow, Michael D. Broda, Meghan Reichel","doi":"10.1177/01987429251349115","DOIUrl":"https://doi.org/10.1177/01987429251349115","url":null,"abstract":"The purpose of this study was to provide deeper insight into the substantive nature of the friendships of students with or at risk for emotional and behavioral disorders. We examined the friendship nominations of Kindergarten to third grade students with or at risk for emotional and behavioral disorders (focal students), and their classmates, to describe the reciprocity, stability, and quality of friendships at two time points during the school year. Results revealed that a majority of focal students nominated at least one best friend in the beginning of the year. However, only 32% of these nominations were reciprocated by their classmates. Focal student’s reports of friendship quality did not differ between their reciprocated and unreciprocated nominations. Later in the year, 60% of the friendship nominations from Time 1 remained. However, focal student’s perceptions of friendship quality did not differ between the stable and unstable nominations. Finally, of the friendship nominations that were present at Time 1 and Time 2, approximately 48% were reciprocated. Findings reinforce that focal students experience social challenges, and that this population of students may overestimate the presence of reciprocal friendships. We conclude with a discussion of the implications of this work for research and practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"697 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603118","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 : 2025-07-11DOI: 10.1177/01987429251349127
Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Wendy Peia Oakes, Mark Matthew Buckman, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell
We report results from this psychometric study, examining convergent validity between internalizing subscale (SRSS-I4) scores from the revised version of the teacher-completed Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale from the Teacher Report Form (TRF). Using the sample of nine middle and high schools across two Midwestern states with 227 sixth- through twelfth-grade students, we replicated the data analytic plan used to determine initial cutting scores for use in secondary schools. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories for secondary students: 0 to 2 low, 3 moderate, and 4 to 12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. We intended to conduct subsequent analysis to address the nested nature of the data. However, 43.70% of teachers rated only one student on the TRF, resulting in there not being enough observations per classroom estimate a meaningful and accurate random slope in many cases. We discuss limitations and directions for future research, encouraging replication before shifting screening practices in middle and high schools.
{"title":"A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making in Secondary Schools","authors":"Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Wendy Peia Oakes, Mark Matthew Buckman, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell","doi":"10.1177/01987429251349127","DOIUrl":"https://doi.org/10.1177/01987429251349127","url":null,"abstract":"We report results from this psychometric study, examining convergent validity between internalizing subscale (SRSS-I4) scores from the revised version of the teacher-completed Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale from the Teacher Report Form (TRF). Using the sample of nine middle and high schools across two Midwestern states with 227 sixth- through twelfth-grade students, we replicated the data analytic plan used to determine initial cutting scores for use in secondary schools. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories for secondary students: 0 to 2 low, 3 moderate, and 4 to 12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. We intended to conduct subsequent analysis to address the nested nature of the data. However, 43.70% of teachers rated only one student on the TRF, resulting in there not being enough observations per classroom estimate a meaningful and accurate random slope in many cases. We discuss limitations and directions for future research, encouraging replication before shifting screening practices in middle and high schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"35 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603756","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 : 2025-05-28DOI: 10.1177/01987429251335309
Lindsay E. Romano
Disparities in school discipline based on student race and disability status remain a major barrier to achieving educational equity. In addition to systemic factors, research suggests that educators’ racial and labeling biases may also be partially responsible for exacerbating these inequities. This article presents a novel mindfulness-based training approach to address bias as it manifests in school discipline at the intersection of race and disability status. Grounded in psychological research on dual process theory, the paper reviews the mental mechanisms responsible for biased thinking in the context of school discipline for multiply-marginalized youth. Mindfulness-based interventions are explored as one approach to reducing the effects of educators’ biases on discipline decisions for students experiencing multiple marginalizations at the intersection of race and disability status. Review of initial evidence pointing to the efficacy of this approach is discussed, suggesting that mindfulness-based training may reduce the effects of bias in schools. Implications for research and practice are then shared, including recommendations for implementing mindfulness-based interventions to advance equity by centering multiply-marginalized youth in schools.
{"title":"Moving the Field Forward in Addressing Educator Biases Related to Intersectional Oppressions Through Mindfulness Training","authors":"Lindsay E. Romano","doi":"10.1177/01987429251335309","DOIUrl":"https://doi.org/10.1177/01987429251335309","url":null,"abstract":"Disparities in school discipline based on student race and disability status remain a major barrier to achieving educational equity. In addition to systemic factors, research suggests that educators’ racial and labeling biases may also be partially responsible for exacerbating these inequities. This article presents a novel mindfulness-based training approach to address bias as it manifests in school discipline at the intersection of race and disability status. Grounded in psychological research on dual process theory, the paper reviews the mental mechanisms responsible for biased thinking in the context of school discipline for multiply-marginalized youth. Mindfulness-based interventions are explored as one approach to reducing the effects of educators’ biases on discipline decisions for students experiencing multiple marginalizations at the intersection of race and disability status. Review of initial evidence pointing to the efficacy of this approach is discussed, suggesting that mindfulness-based training may reduce the effects of bias in schools. Implications for research and practice are then shared, including recommendations for implementing mindfulness-based interventions to advance equity by centering multiply-marginalized youth in schools.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144165401","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 : 2025-03-17DOI: 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}
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