Pub Date : 2021-05-28DOI: 10.1177/01987429211016780
S. Hirsch, A. Bruhn, Sara C. McDaniel, H. Mathews
In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.
{"title":"A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic","authors":"S. Hirsch, A. Bruhn, Sara C. McDaniel, H. Mathews","doi":"10.1177/01987429211016780","DOIUrl":"https://doi.org/10.1177/01987429211016780","url":null,"abstract":"In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"95 - 107"},"PeriodicalIF":1.7,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211016780","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44122106","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 : 2021-05-12DOI: 10.1177/01987429211012020
Margaret T. Floress, A. Briesch, Lyndsay N. Jenkins, Kaylee A. Hampton
This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.
{"title":"Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates","authors":"Margaret T. Floress, A. Briesch, Lyndsay N. Jenkins, Kaylee A. Hampton","doi":"10.1177/01987429211012020","DOIUrl":"https://doi.org/10.1177/01987429211012020","url":null,"abstract":"This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"196 - 206"},"PeriodicalIF":1.7,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211012020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47947877","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 : 2021-05-08DOI: 10.1177/01987429211012328
M. Lambert, D. Cullinan, M. Epstein, Jodie Martin
This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.
{"title":"Factor Structure of the Scales for Assessing Emotional Disturbance – 3 Rating Scale for Students Identified With Emotional Disturbance","authors":"M. Lambert, D. Cullinan, M. Epstein, Jodie Martin","doi":"10.1177/01987429211012328","DOIUrl":"https://doi.org/10.1177/01987429211012328","url":null,"abstract":"This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"187 - 195"},"PeriodicalIF":1.7,"publicationDate":"2021-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211012328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363882","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 : 2021-05-01DOI: 10.1177/01987429211002133
Heather Griller Clark, S. Mathur
This introduction to the special series on facilitating effective reentry into school and community for youth from the juvenile justice (JJ) system highlights several important issues for educators and others serving youth with emotional and behavioral disorders (EBD). The articles within this special series focus on key factors in programming and professional development that promote reentry success. Central to this discussion are protective factors, like self-determination and engagement, facility programming and climate, provision of person-centered supports, prioritization of youth development and mental health, increased communication and capacity building among stakeholders, and shifting to the use of positive youth outcomes in addition to recidivism as measure of reentry success. Findings and discussion provide a critical reference point for professionals and scholars interested in promoting reentry success and may improve interventions and services for JJ-involved youth, especially those with EBD.
{"title":"Introduction to the Special Series on Behavioral Disorders and Juvenile Justice: Facilitating Effective Reentry Into School and Community","authors":"Heather Griller Clark, S. Mathur","doi":"10.1177/01987429211002133","DOIUrl":"https://doi.org/10.1177/01987429211002133","url":null,"abstract":"This introduction to the special series on facilitating effective reentry into school and community for youth from the juvenile justice (JJ) system highlights several important issues for educators and others serving youth with emotional and behavioral disorders (EBD). The articles within this special series focus on key factors in programming and professional development that promote reentry success. Central to this discussion are protective factors, like self-determination and engagement, facility programming and climate, provision of person-centered supports, prioritization of youth development and mental health, increased communication and capacity building among stakeholders, and shifting to the use of positive youth outcomes in addition to recidivism as measure of reentry success. Findings and discussion provide a critical reference point for professionals and scholars interested in promoting reentry success and may improve interventions and services for JJ-involved youth, especially those with EBD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"135 - 137"},"PeriodicalIF":1.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211002133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43212408","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 : 2021-04-30DOI: 10.1177/01987429211010672
Shannon Nemer McCullough, K. Granger, K. Sutherland, M. Conroy, Toshna Pandey
Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.
{"title":"A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions","authors":"Shannon Nemer McCullough, K. Granger, K. Sutherland, M. Conroy, Toshna Pandey","doi":"10.1177/01987429211010672","DOIUrl":"https://doi.org/10.1177/01987429211010672","url":null,"abstract":"Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"84 - 94"},"PeriodicalIF":1.7,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211010672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816538","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 : 2021-04-27DOI: 10.1177/01987429211009156
Sara C. McDaniel, Daniel R Cohen, A. Bruhn
Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the first large-scale evaluation of school-level outcomes following district implementation. We employed a pretest–posttest design within one large urban school district (N = 23,042 students) to evaluate school-level discipline outcomes for elementary schools who received training and coaching on the Tier 2 framework. Fidelity (i.e., Tiered Fidelity Inventory) and school-level demographics (e.g., poverty status, race) were entered as covariates into the generalized linear models. Results indicated statistically significant decreases in office discipline referrals and in-school suspensions for schools with adequate Tier 2 fidelity. Implications, limitations, and future directions are discussed.
{"title":"Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework","authors":"Sara C. McDaniel, Daniel R Cohen, A. Bruhn","doi":"10.1177/01987429211009156","DOIUrl":"https://doi.org/10.1177/01987429211009156","url":null,"abstract":"Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the first large-scale evaluation of school-level outcomes following district implementation. We employed a pretest–posttest design within one large urban school district (N = 23,042 students) to evaluate school-level discipline outcomes for elementary schools who received training and coaching on the Tier 2 framework. Fidelity (i.e., Tiered Fidelity Inventory) and school-level demographics (e.g., poverty status, race) were entered as covariates into the generalized linear models. Results indicated statistically significant decreases in office discipline referrals and in-school suspensions for schools with adequate Tier 2 fidelity. Implications, limitations, and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"176 - 186"},"PeriodicalIF":1.7,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211009156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060775","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 : 2021-03-30DOI: 10.1177/01987429211001816
Caitlyn E. Majeika, J. Wehby, E. Hancock
Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.
识别和验证有效的二级干预措施，解决广泛的学生水平因素，对于积极行为干预和支持（PBIS）的可持续性至关重要。在报到-报到（CICO）的背景下，行为的功能会影响许多学生的结果，尤其是那些为了逃避任务而做出问题行为的学生。因此，需要更多的研究来了解我们是否以及如何支持有逃避维持行为的学生。Breaks are Better（BrB）是CICO的一个修改版本，其中包括一个休息系统。目前对溴化硼的研究是有限的，但很有前景。本研究的目的是比较CICO和BrB的有效性。使用多重治疗设计，我们通过测量五名小学生的问题行为和学术参与度来比较每种干预措施的效果，这些小学生为了逃避任务而采取问题行为。总体结果喜忧参半，从BrB的强烈影响到没有差异影响。然而，尽管结果如此，教师和学生们一致认为BrB是一种更可取的干预措施。最后，我们总结了其局限性和对实践的启示。
{"title":"Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out","authors":"Caitlyn E. Majeika, J. Wehby, E. Hancock","doi":"10.1177/01987429211001816","DOIUrl":"https://doi.org/10.1177/01987429211001816","url":null,"abstract":"Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"118 - 133"},"PeriodicalIF":1.7,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211001816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335455","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 : 2021-02-09DOI: 10.1177/01987429211067214
Karen Nylund-Gibson, Adam C Garber, J. Singh, Melissa R. Witkow, A. Nishina, Amy Bellmore
Latent class analysis (LCA) is a useful statistical approach for understanding heterogeneity in a population. This article provides a pedagogical introduction to LCA modeling and provides an example of its use to understand youths’ daily coping strategies. The analytic procedures are outlined for choosing the number of classes and integration of the LCA variable within a structural equation model framework, specifically a latent class moderation model, and a detailed table provides a summary of relevant modeling steps. This applied example demonstrates the modeling context when the LCA variable is moderating the association between a covariate and two outcome variables. Results indicate that students’ coping strategies moderate the association between social stress and negative mood; however, they do not moderate the social stress-positive mood association. Online supplemental materials include R (MplusAutomation) code to automate the enumeration procedure, ML three-step auxiliary variable integration, and the generation of figures for visually depicting LCA results.
{"title":"The Utility of Latent Class Analysis to Understand Heterogeneity in Youth Coping Strategies: A Methodological Introduction","authors":"Karen Nylund-Gibson, Adam C Garber, J. Singh, Melissa R. Witkow, A. Nishina, Amy Bellmore","doi":"10.1177/01987429211067214","DOIUrl":"https://doi.org/10.1177/01987429211067214","url":null,"abstract":"Latent class analysis (LCA) is a useful statistical approach for understanding heterogeneity in a population. This article provides a pedagogical introduction to LCA modeling and provides an example of its use to understand youths’ daily coping strategies. The analytic procedures are outlined for choosing the number of classes and integration of the LCA variable within a structural equation model framework, specifically a latent class moderation model, and a detailed table provides a summary of relevant modeling steps. This applied example demonstrates the modeling context when the LCA variable is moderating the association between a covariate and two outcome variables. Results indicate that students’ coping strategies moderate the association between social stress and negative mood; however, they do not moderate the social stress-positive mood association. Online supplemental materials include R (MplusAutomation) code to automate the enumeration procedure, ML three-step auxiliary variable integration, and the generation of figures for visually depicting LCA results.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"106 - 120"},"PeriodicalIF":1.7,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524916","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 : 2021-02-01DOI: 10.1177/0198742920912737
Mickey Losinski, R. Ennis, Ashley Shaw
This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention addressed adding and subtracting fractions with unlike denominators using the FILMS (Find the denominator, Identify the multiples, Locate the least common multiple, Multiply to make new fractions, Solve the problem) strategy. Results of fraction probes are reported along with a discussion of the study with respect to the research question posed, limitations, and future directions for research.
{"title":"Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD","authors":"Mickey Losinski, R. Ennis, Ashley Shaw","doi":"10.1177/0198742920912737","DOIUrl":"https://doi.org/10.1177/0198742920912737","url":null,"abstract":"This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention addressed adding and subtracting fractions with unlike denominators using the FILMS (Find the denominator, Identify the multiples, Locate the least common multiple, Multiply to make new fractions, Solve the problem) strategy. Results of fraction probes are reported along with a discussion of the study with respect to the research question posed, limitations, and future directions for research.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"108 - 119"},"PeriodicalIF":1.7,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920912737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45240809","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 : 2021-01-20DOI: 10.1177/0198742920982587
Corey Peltier, J. McKenna, Tracy E. Sinclair, J. Garwood, Kimberly J. Vannest
Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on whether a functional relation exists, as well as overestimating the magnitude of an effect. Previous research has identified two potentially analysis-altering elements that when manipulated alter visual analysts’ decision regarding the presence of a functional relation and magnitude of effect. The purpose of this review was to evaluate the graphical display of data from SCEDs in the field of emotional and behavioral disorders (EBD). The review covered 40 SCEDs, including 258 graphs, published in Behavioral Disorders and Journal of Emotional and Behavioral Disorders over the last 10 years (2010–2019). We identified large variation in the axis proportions of reviewed graphs, as measured using standardized x:y and the data points per x- to y-axis ratio (DPPXYR). A majority of graphs included an ordinate scaling procedure that aligns with findings from preliminary research on this analysis-altering element. We provide recommendations to the field on designing graphs to enhance the validity of visual analysis.
{"title":"Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019","authors":"Corey Peltier, J. McKenna, Tracy E. Sinclair, J. Garwood, Kimberly J. Vannest","doi":"10.1177/0198742920982587","DOIUrl":"https://doi.org/10.1177/0198742920982587","url":null,"abstract":"Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on whether a functional relation exists, as well as overestimating the magnitude of an effect. Previous research has identified two potentially analysis-altering elements that when manipulated alter visual analysts’ decision regarding the presence of a functional relation and magnitude of effect. The purpose of this review was to evaluate the graphical display of data from SCEDs in the field of emotional and behavioral disorders (EBD). The review covered 40 SCEDs, including 258 graphs, published in Behavioral Disorders and Journal of Emotional and Behavioral Disorders over the last 10 years (2010–2019). We identified large variation in the axis proportions of reviewed graphs, as measured using standardized x:y and the data points per x- to y-axis ratio (DPPXYR). A majority of graphs included an ordinate scaling procedure that aligns with findings from preliminary research on this analysis-altering element. We provide recommendations to the field on designing graphs to enhance the validity of visual analysis.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"134 - 148"},"PeriodicalIF":1.7,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920982587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45681589","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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