Pub Date : 2022-11-01DOI: 10.1177/01987429221101569
E. A. Common, K. Lane, W. Oakes, Liane E. Schellman, K. Shogren, K. Germer, Ashley Quell, N. A. Lane
In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research.
{"title":"Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series","authors":"E. A. Common, K. Lane, W. Oakes, Liane E. Schellman, K. Shogren, K. Germer, Ashley Quell, N. A. Lane","doi":"10.1177/01987429221101569","DOIUrl":"https://doi.org/10.1177/01987429221101569","url":null,"abstract":"In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"44 - 61"},"PeriodicalIF":1.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516840","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 : 2022-10-15DOI: 10.1177/01987429221130729
J. Garwood, Kelly M. Carrero
Ill-defined behaviors related to emotional disturbance (ED) classification and a lack of cultural competence have contributed to the over-representation of Black children in special education. Several meta-analyses and systematic reviews of the literature have been conducted to examine the topic of over-representation, but to date, there remains debate surrounding this issue. At the same time, and in recognition of the fact that statistical analyses from quantitative research do not lend voice to the participants in research studies, there is a dearth of qualitative research studies focused on Black students eligible for special education under an ED label where the researchers spoke to the students themselves, rather than asking others (e.g., teachers, parents) about them. In the current forum paper, we call attention to this issue by reviewing the existing studies where researchers have spoken to Black students with ED about their school experience, and we place a call to action before the field of special education researchers.
{"title":"Lifting the Voices of Black Students Labeled With Emotional Disturbance: Calling All Special Education Researchers","authors":"J. Garwood, Kelly M. Carrero","doi":"10.1177/01987429221130729","DOIUrl":"https://doi.org/10.1177/01987429221130729","url":null,"abstract":"Ill-defined behaviors related to emotional disturbance (ED) classification and a lack of cultural competence have contributed to the over-representation of Black children in special education. Several meta-analyses and systematic reviews of the literature have been conducted to examine the topic of over-representation, but to date, there remains debate surrounding this issue. At the same time, and in recognition of the fact that statistical analyses from quantitative research do not lend voice to the participants in research studies, there is a dearth of qualitative research studies focused on Black students eligible for special education under an ED label where the researchers spoke to the students themselves, rather than asking others (e.g., teachers, parents) about them. In the current forum paper, we call attention to this issue by reviewing the existing studies where researchers have spoken to Black students with ED about their school experience, and we place a call to action before the field of special education researchers.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"121 - 133"},"PeriodicalIF":1.7,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47919266","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 : 2022-07-25DOI: 10.1177/01987429221110838
S. Hirsch, Catherine A. Griffith, Jason C. Chow, Alexis Walker, Sharon M. Walters
The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet, few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The results of the study indicate that a 4-day PLD in the summer significantly increased the special educators’ perceived knowledge, confidence, and usefulness of classroom behavior support practices. Data from follow-up observations confirmed the high rate of practices implemented. We conclude with a discussion of the limitations and suggestions for researchers and practitioners.
{"title":"Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings","authors":"S. Hirsch, Catherine A. Griffith, Jason C. Chow, Alexis Walker, Sharon M. Walters","doi":"10.1177/01987429221110838","DOIUrl":"https://doi.org/10.1177/01987429221110838","url":null,"abstract":"The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet, few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The results of the study indicate that a 4-day PLD in the summer significantly increased the special educators’ perceived knowledge, confidence, and usefulness of classroom behavior support practices. Data from follow-up observations confirmed the high rate of practices implemented. We conclude with a discussion of the limitations and suggestions for researchers and practitioners.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"62 - 76"},"PeriodicalIF":1.7,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115386","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 : 2022-05-10DOI: 10.1177/01987429221093987
A. Bruhn, J. Wehby, Lesa Hoffman, Sara Estrapala, A. Rila, E. Hancock, Alyssa M. Van Camp, Amanda W. Sheaffer, Bailey A. Copeland
The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student–teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students’ behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.
{"title":"A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior","authors":"A. Bruhn, J. Wehby, Lesa Hoffman, Sara Estrapala, A. Rila, E. Hancock, Alyssa M. Van Camp, Amanda W. Sheaffer, Bailey A. Copeland","doi":"10.1177/01987429221093987","DOIUrl":"https://doi.org/10.1177/01987429221093987","url":null,"abstract":"The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student–teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students’ behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"29 - 43"},"PeriodicalIF":1.7,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46617992","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 : 2022-05-01Epub Date: 2020-12-29DOI: 10.1177/0198742920982591
Stephanie A Moore, Erin Dowdy, Tameisha Hinton, Christine DiStefano, Fred W Greer
Universal mental health screening is a proactive approach to identify students who may benefit from prevention or early intervention services. Despite known benefits, few schools are engaging in screening efforts and it is critical to examine factors that may impede or enhance implementation. Following implementation of a universal screening program across five preschools and elementary schools, this study investigated the attitudes of teachers (N = 40) and parents (N = 330) and found strong agreement among stakeholders about the acceptability and appropriateness of universal mental health screening. Teachers and parents expressed less willingness to regularly complete screening forms, yet teachers reported that the Behavior Assessment System for Children - Third Edition: Behavioral Emotional Screening System was a usable screening tool. Implications and future directions to enhance implementation efforts are discussed.
{"title":"Moving towards Implementation of Universal Mental Health Screening by Examining Attitudes toward School-based Practices.","authors":"Stephanie A Moore, Erin Dowdy, Tameisha Hinton, Christine DiStefano, Fred W Greer","doi":"10.1177/0198742920982591","DOIUrl":"10.1177/0198742920982591","url":null,"abstract":"<p><p>Universal mental health screening is a proactive approach to identify students who may benefit from prevention or early intervention services. Despite known benefits, few schools are engaging in screening efforts and it is critical to examine factors that may impede or enhance implementation. Following implementation of a universal screening program across five preschools and elementary schools, this study investigated the attitudes of teachers (<i>N</i> = 40) and parents (<i>N</i> = 330) and found strong agreement among stakeholders about the acceptability and appropriateness of universal mental health screening. Teachers and parents expressed less willingness to regularly complete screening forms, yet teachers reported that the Behavior Assessment System for Children - Third Edition: Behavioral Emotional Screening System was a usable screening tool. Implications and future directions to enhance implementation efforts are discussed.</p>","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 3","pages":"166-175"},"PeriodicalIF":2.1,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9267917/pdf/nihms-1661442.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10247025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.1177/01987429221079047
Stacy N. McGuire, H. Meadan
Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators’ perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.
{"title":"General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders","authors":"Stacy N. McGuire, H. Meadan","doi":"10.1177/01987429221079047","DOIUrl":"https://doi.org/10.1177/01987429221079047","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators’ perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"16 - 28"},"PeriodicalIF":1.7,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914356","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 : 2022-02-15DOI: 10.1177/01987429221076393
Zoe Maya Miller, Bradley S. Bloomfield, Gemima Fauvel, E. Crehan
The Good Behavior Game (GBG) is a behavior intervention typically used in traditional classroom settings. This study tested the effectiveness of the Super Clean-Up Game, a modified version of the GBG, for youth with disabilities at a residential summer camp to increase productivity and strengthen the social skills of youth with disabilities. The Super Clean-Up Game was implemented at a residential summer camp for youth with social, emotional, and behavioral challenges, with four bunks of campers (N = 24, 100% boys, ages 10–15 years old) using a randomized nonconcurrent multiple-baseline design. There was an increase in the percentage of chore completion and peer helping behavior between the baseline and intervention phases in all four bunks. Results provide preliminary evidence that the Super Clean-Up Game is an effective behavior intervention at a residential summer camp for youth with social, emotional, and behavioral challenges. Future studies may consider modifying the Super Clean-Up Game for use in other contexts, such as classrooms or group homes.
{"title":"The Super Clean-Up Game: Increasing Productivity and Prosocial Engagement Among Youth at a Residential Summer Camp","authors":"Zoe Maya Miller, Bradley S. Bloomfield, Gemima Fauvel, E. Crehan","doi":"10.1177/01987429221076393","DOIUrl":"https://doi.org/10.1177/01987429221076393","url":null,"abstract":"The Good Behavior Game (GBG) is a behavior intervention typically used in traditional classroom settings. This study tested the effectiveness of the Super Clean-Up Game, a modified version of the GBG, for youth with disabilities at a residential summer camp to increase productivity and strengthen the social skills of youth with disabilities. The Super Clean-Up Game was implemented at a residential summer camp for youth with social, emotional, and behavioral challenges, with four bunks of campers (N = 24, 100% boys, ages 10–15 years old) using a randomized nonconcurrent multiple-baseline design. There was an increase in the percentage of chore completion and peer helping behavior between the baseline and intervention phases in all four bunks. Results provide preliminary evidence that the Super Clean-Up Game is an effective behavior intervention at a residential summer camp for youth with social, emotional, and behavioral challenges. Future studies may consider modifying the Super Clean-Up Game for use in other contexts, such as classrooms or group homes.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"4 - 15"},"PeriodicalIF":1.7,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46117467","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 : 2022-01-19DOI: 10.1177/01987429211067217
Lindsay M. Fallon, Margarida B. Veiga, Annisha Susilo, Stephen P. Kilgus
Teachers’ perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between ratings of 20 U.S. teachers on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students’ observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between ratings of 30 U.S. teachers on the Double Check Self-Refection Tool and ratings of 622 students’ risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students’ social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers’ perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers’ cultural responsiveness.
{"title":"Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?","authors":"Lindsay M. Fallon, Margarida B. Veiga, Annisha Susilo, Stephen P. Kilgus","doi":"10.1177/01987429211067217","DOIUrl":"https://doi.org/10.1177/01987429211067217","url":null,"abstract":"Teachers’ perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between ratings of 20 U.S. teachers on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students’ observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between ratings of 30 U.S. teachers on the Double Check Self-Refection Tool and ratings of 622 students’ risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students’ social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers’ perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers’ cultural responsiveness.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"97 - 105"},"PeriodicalIF":1.7,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098077","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 : 2022-01-13DOI: 10.1177/01987429211067472
A. Bruhn, Youn-Jeng Choi, Sara C. McDaniel, H. Mathews, S. Hirsch
The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.
{"title":"Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures","authors":"A. Bruhn, Youn-Jeng Choi, Sara C. McDaniel, H. Mathews, S. Hirsch","doi":"10.1177/01987429211067472","DOIUrl":"https://doi.org/10.1177/01987429211067472","url":null,"abstract":"The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"270 - 281"},"PeriodicalIF":1.7,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45532642","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 : 2021-12-06DOI: 10.1177/01987429211063625
Joseph Calvin Gagnon, L. Kern, S. Mathur
This document, from the Council for Exceptional Children, Division of Emotional and Behavioral Health (DEBH), provides clear and compelling support for the abolishment of solitary confinement with incarcerated youth and young adults in juvenile and adult correctional facilities. This is the first position statement from DEBH on the topic, and the information includes (a) a definition of solitary confinement, (b) discussion of its use, (c) an explanation of the impacts of solitary confinement on youth, (d) identification of systemic issues that perpetuate the use of solitary confinement, (e) an examination of U.S. laws concerning the use of solitary confinement, (f) a declaration of principles, and (g) recommendations for policy and practice.
{"title":"The Council for Exceptional Children, Division of Emotional and Behavioral Health’s Position Statement on Solitary Confinement","authors":"Joseph Calvin Gagnon, L. Kern, S. Mathur","doi":"10.1177/01987429211063625","DOIUrl":"https://doi.org/10.1177/01987429211063625","url":null,"abstract":"This document, from the Council for Exceptional Children, Division of Emotional and Behavioral Health (DEBH), provides clear and compelling support for the abolishment of solitary confinement with incarcerated youth and young adults in juvenile and adult correctional facilities. This is the first position statement from DEBH on the topic, and the information includes (a) a definition of solitary confinement, (b) discussion of its use, (c) an explanation of the impacts of solitary confinement on youth, (d) identification of systemic issues that perpetuate the use of solitary confinement, (e) an examination of U.S. laws concerning the use of solitary confinement, (f) a declaration of principles, and (g) recommendations for policy and practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"282 - 291"},"PeriodicalIF":1.7,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42666262","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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