Pub Date : 2023-08-14DOI: 10.1177/01987429231184808
S. Schrieber, Mary E. Ware, Evan H. Dart
Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.
{"title":"Student Interview-Informed Behavior Contracts for High School Students Identified as At-Risk","authors":"S. Schrieber, Mary E. Ware, Evan H. Dart","doi":"10.1177/01987429231184808","DOIUrl":"https://doi.org/10.1177/01987429231184808","url":null,"abstract":"Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818366","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 : 2023-07-31DOI: 10.1177/01987429231185098
Ann P. Daunic, Burak Aydin, Nancy L. Corbett, Stephen W. Smith PhD, Delaney L. Boss, E. Crews
Education researchers, policy makers, and practitioners have emphasized the role social-emotional learning and self-regulation play in children’s adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest–posttest cluster-randomized efficacy trial of the Social-Emotional Learning Foundations (SELF) curriculum for kindergarten–first-grade students found positive main effects on assessments of self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. This study is a secondary analysis using structural equation modeling to explore whether SELF effects on school adjustment were mediated by its effects on language and/or self-regulation related outcomes. Findings replicated direct effects of treatment but did not support hypothesized mediators. In contrast, direct effects of treatment on measures of competent school functioning and internalizing behavior were mediated by outcome effects on a standardized measure of social-emotional learning competence. Study findings underscore the fundamental importance of social-emotional learning to school success and suggest related measurement issues in social-emotional learning and topics for further research.
{"title":"Social-Emotional Learning Intervention for K–1 Students At Risk for Emotional and Behavioral Disorders: Mediation Effects of Social-Emotional Learning on School Adjustment","authors":"Ann P. Daunic, Burak Aydin, Nancy L. Corbett, Stephen W. Smith PhD, Delaney L. Boss, E. Crews","doi":"10.1177/01987429231185098","DOIUrl":"https://doi.org/10.1177/01987429231185098","url":null,"abstract":"Education researchers, policy makers, and practitioners have emphasized the role social-emotional learning and self-regulation play in children’s adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest–posttest cluster-randomized efficacy trial of the Social-Emotional Learning Foundations (SELF) curriculum for kindergarten–first-grade students found positive main effects on assessments of self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. This study is a secondary analysis using structural equation modeling to explore whether SELF effects on school adjustment were mediated by its effects on language and/or self-regulation related outcomes. Findings replicated direct effects of treatment but did not support hypothesized mediators. In contrast, direct effects of treatment on measures of competent school functioning and internalizing behavior were mediated by outcome effects on a standardized measure of social-emotional learning competence. Study findings underscore the fundamental importance of social-emotional learning to school success and suggest related measurement issues in social-emotional learning and topics for further research.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47258725","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 : 2023-07-14DOI: 10.1177/01987429231179890
Stacy N. McGuire, H. Meadan, Y. Xia
Students who engage in challenging behavior should receive preventive and intervening supports and services in general education settings based on their individual needs. These supports are necessary for students to be successful in school, yet preservice teachers receive limited education and training in both classroom and behavior management. As such, the purposes of this study were to identify the effects of an online behavior management training on newly graduated elementary education teachers immediately after completing their teacher preparation programs and to explore their perceptions regarding the training. A randomized-controlled trial was used, with 39 participants in the intervention group and 44 participants in the waitlist-control group. Results indicated participants in the intervention group showed a statistically significant increase in both knowledge and self-efficacy compared with participants in the waitlist-control group, and insignificant gains in their ability to analyze the use of behavior management strategies. Participants reported feeling the training was highly effective and were eager to implement the strategies with their future students.
{"title":"Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial","authors":"Stacy N. McGuire, H. Meadan, Y. Xia","doi":"10.1177/01987429231179890","DOIUrl":"https://doi.org/10.1177/01987429231179890","url":null,"abstract":"Students who engage in challenging behavior should receive preventive and intervening supports and services in general education settings based on their individual needs. These supports are necessary for students to be successful in school, yet preservice teachers receive limited education and training in both classroom and behavior management. As such, the purposes of this study were to identify the effects of an online behavior management training on newly graduated elementary education teachers immediately after completing their teacher preparation programs and to explore their perceptions regarding the training. A randomized-controlled trial was used, with 39 participants in the intervention group and 44 participants in the waitlist-control group. Results indicated participants in the intervention group showed a statistically significant increase in both knowledge and self-efficacy compared with participants in the waitlist-control group, and insignificant gains in their ability to analyze the use of behavior management strategies. Participants reported feeling the training was highly effective and were eager to implement the strategies with their future students.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910178","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 : 2023-05-06DOI: 10.1177/01987429231166675
Sean T. Wachsmuth, Timothy J. Lewis, Nicholas A. Gage
A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.
{"title":"Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders","authors":"Sean T. Wachsmuth, Timothy J. Lewis, Nicholas A. Gage","doi":"10.1177/01987429231166675","DOIUrl":"https://doi.org/10.1177/01987429231166675","url":null,"abstract":"A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"255 - 268"},"PeriodicalIF":1.7,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47541864","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 : 2023-03-31DOI: 10.1177/01987429231160705
M. Carroll, Katie Baulier, C. Cooper, Elizabeth F. Bettini, Jennifer Greif Green
Teachers’ attributions of student behavior are associated with the decisions they make about how to respond to behavior problems and support their students. This exploratory study investigates teachers’ attributions of student externalizing behavior, how attributions vary as a function of teacher and school characteristics, and the association of those attributions with teachers’ perceived likelihood of referring students to mental health services or implementing punitive discipline. We provided a sample of U.S. secondary school teachers (N = 426) a vignette depicting a student with oppositional defiant disorder and asked them to describe what was happening with the student. Attributions were categorized as internal to the student (e.g., mental health), external (e.g., problems at home), both (internal and external), and neutral (e.g., “normal teen behavior”). Results indicated the majority of teachers attributed vignette behavior to external factors. Results suggest that teachers indicating both internal and external attributions had increased likelihood of providing a mental health referral. Teacher and school characteristics were also associated with attributions. Results provide support for the importance of considering teachers’ attributions of student behavior and the association of these attributions to pathways into mental health services.
{"title":"U.S. Middle and High School Teacher Attributions of Externalizing Student Behavior","authors":"M. Carroll, Katie Baulier, C. Cooper, Elizabeth F. Bettini, Jennifer Greif Green","doi":"10.1177/01987429231160705","DOIUrl":"https://doi.org/10.1177/01987429231160705","url":null,"abstract":"Teachers’ attributions of student behavior are associated with the decisions they make about how to respond to behavior problems and support their students. This exploratory study investigates teachers’ attributions of student externalizing behavior, how attributions vary as a function of teacher and school characteristics, and the association of those attributions with teachers’ perceived likelihood of referring students to mental health services or implementing punitive discipline. We provided a sample of U.S. secondary school teachers (N = 426) a vignette depicting a student with oppositional defiant disorder and asked them to describe what was happening with the student. Attributions were categorized as internal to the student (e.g., mental health), external (e.g., problems at home), both (internal and external), and neutral (e.g., “normal teen behavior”). Results indicated the majority of teachers attributed vignette behavior to external factors. Results suggest that teachers indicating both internal and external attributions had increased likelihood of providing a mental health referral. Teacher and school characteristics were also associated with attributions. Results provide support for the importance of considering teachers’ attributions of student behavior and the association of these attributions to pathways into mental health services.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"243 - 254"},"PeriodicalIF":1.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48158867","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 : 2023-03-31DOI: 10.1177/01987429231160282
L. Barnard‐Brak, T. Stevens, A. Kearley
The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.
{"title":"Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?","authors":"L. Barnard‐Brak, T. Stevens, A. Kearley","doi":"10.1177/01987429231160282","DOIUrl":"https://doi.org/10.1177/01987429231160282","url":null,"abstract":"The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"227 - 242"},"PeriodicalIF":1.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46756147","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 : 2023-03-20DOI: 10.1177/01987429231160285
Jenna A. Gersib, Sarah C. Mason
Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted environments is unknown. Thus, this meta-analysis aimed to examine the class-wide behavior interventions tested in self-contained learning environments for students with EBDs. Studies investigating behavioral interventions in alternative elementary settings were systematically screened. Fifteen studies with 20 effect sizes met inclusion criteria and results from each study were synthesized. An estimated average effect was calculated (g = 0.93, SE = 0.16), demonstrating that tested interventions are typically effective in self-contained learning environments to improve student behaviors. A thematic analysis and multi-level meta-regression were conducted to determine which elements are most beneficial to students in these unique learning environments. Results indicated that interventions that included relational supports, such as daily parent communication, differentially benefited students (B = 1.26, SE = 0.15). Limitations include the small number of studies meeting inclusion criteria that have investigated behavior interventions in self-contained settings and the need for improved research quality. Implications suggest support for adapting standardized practice elements, such as group contingencies, to improve student behaviors in multiple learning environments.
{"title":"A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings","authors":"Jenna A. Gersib, Sarah C. Mason","doi":"10.1177/01987429231160285","DOIUrl":"https://doi.org/10.1177/01987429231160285","url":null,"abstract":"Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted environments is unknown. Thus, this meta-analysis aimed to examine the class-wide behavior interventions tested in self-contained learning environments for students with EBDs. Studies investigating behavioral interventions in alternative elementary settings were systematically screened. Fifteen studies with 20 effect sizes met inclusion criteria and results from each study were synthesized. An estimated average effect was calculated (g = 0.93, SE = 0.16), demonstrating that tested interventions are typically effective in self-contained learning environments to improve student behaviors. A thematic analysis and multi-level meta-regression were conducted to determine which elements are most beneficial to students in these unique learning environments. Results indicated that interventions that included relational supports, such as daily parent communication, differentially benefited students (B = 1.26, SE = 0.15). Limitations include the small number of studies meeting inclusion criteria that have investigated behavior interventions in self-contained settings and the need for improved research quality. Implications suggest support for adapting standardized practice elements, such as group contingencies, to improve student behaviors in multiple learning environments.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"269 - 283"},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44743960","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 : 2023-03-19DOI: 10.1177/01987429231160166
J. Hitchcock, David E. Houchins, A. Onwuegbuzie
Limited emotional and behavioral disorders (EBD)–focused intervention mixed methods research (MMR) has been published, particularly in top-tier EBD journals (i.e., Behavior Disorders and Journal of Emotional and Behavioral Disorders). The lack of published MMR creates what could be perceived as a Catch-22 situation wherein those who conduct EBD intervention research are not encouraged to conduct MMR because they do not see published examples in the journals that they read. The purpose of this article is to demonstrate how the routine use of MMR should be considered and suggest why doing so is a worthwhile endeavor. An overview of potential barriers to conducting intervention MMR in the field of EBD is provided. Examples of the use of MMR with Functional Behavior Analysis and Multi-tiered Systems of Support for students with Tier 2 needs are discussed. Details regarding the use of a mixed methods profile analysis to understand treatment successes and challenges are provided. Our hope is that this article will inspire EBD researchers to consider MMR as they develop interventions for children with EBD.
{"title":"Addressing the Catch-22 of Using Mixed Methods in Behavior Disorders Intervention Research","authors":"J. Hitchcock, David E. Houchins, A. Onwuegbuzie","doi":"10.1177/01987429231160166","DOIUrl":"https://doi.org/10.1177/01987429231160166","url":null,"abstract":"Limited emotional and behavioral disorders (EBD)–focused intervention mixed methods research (MMR) has been published, particularly in top-tier EBD journals (i.e., Behavior Disorders and Journal of Emotional and Behavioral Disorders). The lack of published MMR creates what could be perceived as a Catch-22 situation wherein those who conduct EBD intervention research are not encouraged to conduct MMR because they do not see published examples in the journals that they read. The purpose of this article is to demonstrate how the routine use of MMR should be considered and suggest why doing so is a worthwhile endeavor. An overview of potential barriers to conducting intervention MMR in the field of EBD is provided. Examples of the use of MMR with Functional Behavior Analysis and Multi-tiered Systems of Support for students with Tier 2 needs are discussed. Details regarding the use of a mixed methods profile analysis to understand treatment successes and challenges are provided. Our hope is that this article will inspire EBD researchers to consider MMR as they develop interventions for children with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"212 - 223"},"PeriodicalIF":1.7,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937594","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 : 2023-03-15DOI: 10.1177/01987429231159015
J. Anderson
Social science researchers are increasingly embracing the mixed methods research (MMR) paradigm (Corr et al., 2020; Creswell et al., 2011; Leko et al., 2022). This is evidenced, in part, by the creation of special interest groups in research organizations (e.g., the American Education Research Association Mixed Methods Special Interest Group; the American Evaluation Association Mixed Methods in Evaluation Technical Interest Group; and the Institute of Education Sciences Mixed Methods in Education Research Technical Working Group), two specialty journals focusing on MMR (the Journal of Mixed Methods Research and the International Journal of Multiple Research Approaches) and the growth of the Mixed Methods International Research Association (MMIRA.org), which includes researchers from across academic disciplines. The MMIRA website describes MMR as the “mixing/combining/integrating quantitative and/or qualitative methods, epistemologies, axiologies, and stakeholder perspectives and standpoints.” Fundamentally, MMR involves inquiry that explicitly capitalizes on the strengths of both qualitative and quantitative approaches with varying degrees of integration during the conceptualization, planning, data collection, data analysis, and reporting of study findings phases of the study process (Creswell & Plano-Clark, 2017; Holt et al., 2021). It important to note that MMR is neither a research panacea nor appropriate for all research endeavors (Ridenour & Newman, 2008). Indeed, as with all research, the research question should determine which methodology is employed (Newman & Houchins, 2018). Still, the potential value of MMR for the identification of effective and efficient interventions that are contextually and socially valid, particularly for students with Emotional/Behavioral Disorders (EBD), cannot be overstated (e.g., Anderson, 2018; Schoonenboon et al., 2018). Educating students with EBD is a complex endeavor that is situated within and across multidimensional contexts consisting of individuals (children and adults) within classrooms, schools, communities, and cultures (Jacobson et al., 2019). Such complexity inherently requires a multipronged methodological approach. Numerous scholars (Houchins et al., 2022; Klingner & Boardman, 2011; Nastasi & Hitchcock, 2016; Newman & Houchins, 2018) contend that wider adoption of MMR can contribute importantly to expanding the special education knowledge base in general, and more specifically to intervention research in the field of EBD. Mixed methods research has the capacity to contribute to a deeper understanding of a comprehensive conceptual intervention framework for students with EBD (Anderson, 2018; Quinn & McDougal, 1998) by providing more nuance understandings of the multiple contextual variations in which interventions are implemented. Thus, to make the best possible choices for interventions and equally important, to provide useful information to policymakers and practitioners, this special issue d
社会科学研究人员越来越多地采用混合方法研究(MMR)范式(Corr et al.， 2020;Creswell et al.， 2011;Leko et al.， 2022)。这在一定程度上可以通过在研究机构中创建特殊兴趣小组来证明(例如，美国教育研究协会混合方法特殊兴趣小组;美国评价协会评价技术兴趣组混合方法;和教育科学研究所教育研究技术工作组的混合方法)，两份专注于MMR的专业期刊(混合方法研究期刊和多种研究方法国际期刊)以及混合方法国际研究协会(MMIRA.org)的发展，其中包括来自各个学科的研究人员。MMIRA网站将MMR描述为“混合/组合/整合定量和/或定性方法、认识论、价值论和利益相关者的观点和立场。”从根本上说，MMR涉及的调查明确利用定性和定量方法的优势，在研究过程的概念化、规划、数据收集、数据分析和研究结果报告阶段具有不同程度的整合(Creswell & Plano-Clark, 2017;Holt et al.， 2021)。值得注意的是，MMR既不是研究的灵丹妙药，也不适合所有的研究工作(Ridenour & Newman, 2008)。事实上，与所有研究一样，研究问题应该确定采用哪种方法(Newman & Houchins, 2018)。尽管如此，MMR在识别具有情境和社会有效性的有效和高效干预措施方面的潜在价值，特别是对患有情绪/行为障碍(EBD)的学生而言，不能夸大(例如，Anderson, 2018;Schoonenboon et al.， 2018)。教育患有EBD的学生是一项复杂的工作，它位于由教室、学校、社区和文化中的个人(儿童和成人)组成的多维环境内和跨多维环境(Jacobson et al.， 2019)。这种复杂性本质上需要一种多管齐下的方法。众多学者(Houchins et al.， 2022;Klingner & Boardman, 2011;纳斯塔西和希区柯克，2016;Newman & Houchins, 2018)认为，MMR的广泛采用可以为扩大特殊教育知识库做出重要贡献，更具体地说，可以为EBD领域的干预研究做出重要贡献。混合方法研究有助于更深入地理解EBD学生的综合概念干预框架(Anderson, 2018;Quinn & McDougal, 1998)，通过提供对实施干预的多种背景变化的更细微的理解。因此，为了对干预措施做出最佳选择，同样重要的是，为了向政策制定者和从业者提供有用的信息，本期特刊将MMR描述为学者讲述更好的研究故事的途径(例如，McLaughlin et al.， 2016)。所有的研究都有一个故事。定性研究和定量研究使用不同的风格、观点、文学手段和数据类型，从不同的角度独特地讲述故事。每个都使用文献(例如，以前写的故事)来描述已知和未知的内容，这反过来又为描述问题或研究问题的研究问题奠定了基础。研究参与者是这些故事中的人物，而背景和环境为研究故事提供了背景。随着方法论描述旨在通过数据检查研究问题来解决问题的程序和分析，情节变厚。最后，1159015 BHDXXX10.1177/01987429231159015Behavioral DisordersAnderson research-article2023
{"title":"Telling Better Stories: An Introduction to the Special Issue Using Mixed Methods Research in the Field of Behavioral Disorders","authors":"J. Anderson","doi":"10.1177/01987429231159015","DOIUrl":"https://doi.org/10.1177/01987429231159015","url":null,"abstract":"Social science researchers are increasingly embracing the mixed methods research (MMR) paradigm (Corr et al., 2020; Creswell et al., 2011; Leko et al., 2022). This is evidenced, in part, by the creation of special interest groups in research organizations (e.g., the American Education Research Association Mixed Methods Special Interest Group; the American Evaluation Association Mixed Methods in Evaluation Technical Interest Group; and the Institute of Education Sciences Mixed Methods in Education Research Technical Working Group), two specialty journals focusing on MMR (the Journal of Mixed Methods Research and the International Journal of Multiple Research Approaches) and the growth of the Mixed Methods International Research Association (MMIRA.org), which includes researchers from across academic disciplines. The MMIRA website describes MMR as the “mixing/combining/integrating quantitative and/or qualitative methods, epistemologies, axiologies, and stakeholder perspectives and standpoints.” Fundamentally, MMR involves inquiry that explicitly capitalizes on the strengths of both qualitative and quantitative approaches with varying degrees of integration during the conceptualization, planning, data collection, data analysis, and reporting of study findings phases of the study process (Creswell & Plano-Clark, 2017; Holt et al., 2021). It important to note that MMR is neither a research panacea nor appropriate for all research endeavors (Ridenour & Newman, 2008). Indeed, as with all research, the research question should determine which methodology is employed (Newman & Houchins, 2018). Still, the potential value of MMR for the identification of effective and efficient interventions that are contextually and socially valid, particularly for students with Emotional/Behavioral Disorders (EBD), cannot be overstated (e.g., Anderson, 2018; Schoonenboon et al., 2018). Educating students with EBD is a complex endeavor that is situated within and across multidimensional contexts consisting of individuals (children and adults) within classrooms, schools, communities, and cultures (Jacobson et al., 2019). Such complexity inherently requires a multipronged methodological approach. Numerous scholars (Houchins et al., 2022; Klingner & Boardman, 2011; Nastasi & Hitchcock, 2016; Newman & Houchins, 2018) contend that wider adoption of MMR can contribute importantly to expanding the special education knowledge base in general, and more specifically to intervention research in the field of EBD. Mixed methods research has the capacity to contribute to a deeper understanding of a comprehensive conceptual intervention framework for students with EBD (Anderson, 2018; Quinn & McDougal, 1998) by providing more nuance understandings of the multiple contextual variations in which interventions are implemented. Thus, to make the best possible choices for interventions and equally important, to provide useful information to policymakers and practitioners, this special issue d","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"147 - 150"},"PeriodicalIF":1.7,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43332429","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 : 2023-03-14DOI: 10.1177/01987429231160283
M. Conroy, David E. Houchins, J. Hitchcock, J. Anderson
Increasingly, mixed methods research (MMR) is used in special education, although the extent to which MMR is used in intervention research in the field of emotional/behavioral disorders (EBD) remains unknown. The purpose of this article is to examine the use of MMR in EBD intervention research to describe its application within the field. We conducted a targeted review of two prominent journals to assess the use of MMR over the last 20 years in the field. Following the identification of MMR intervention studies, we applied several frameworks to describe the application of MMR across identified studies. Results of this targeted review indicate that very few EBD intervention studies used MMR. Most studies used singular quantitative approaches (e.g., group experimental or single case research design) and only a small portion used qualitative methods. We did find a number of studies using multimethods by combining two or more quantitative approaches. Our assertion is that researchers consider increasing their use of MMR to advance the science in the field of EBD and to gain a better understanding of the “why” and “how” interventions are or are not effective.
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