Pub Date : 2021-10-26DOI: 10.1177/01987429211038022
M. Lambert, Antonis Katsiyannis, M. Epstein, D. Cullinan
For years, the research and policy focus on Black students with emotional disturbance (ED) has been on racial disproportionality. The disproportionality issue has sparked professional debate and raised major questions about racial bias, cultural fairness, appropriateness of assessment instruments, the adequacy of special education programs, poverty, exposure to risk factors, and research approaches. Unfortunately, minimal progress has been made on understanding the overrepresentation of Black students in ED programs. The purpose of the present study was to initiate research on the emotional and behavioral functioning of Black students with ED, by comparing the teacher-completed ratings from the Scales for Assessing Emotional Disturbance for Black students with ED (n = 139), Black students without ED (n = 421), White students with ED (n = 271), and White students without ED (n = 1,218). The results demonstrated that (a) Black students with ED were judged to demonstrate significantly higher levels of emotional and behavioral problems than their Black and White peers without ED, and (b) Black students with ED differed minimally from White students with ED. Research limitations, directions for future research, and implications for assessment and service delivery are discussed.
{"title":"An Initial Study of the Emotional and Behavioral Characteristics of Black Students School Identified as Emotionally Disturbed","authors":"M. Lambert, Antonis Katsiyannis, M. Epstein, D. Cullinan","doi":"10.1177/01987429211038022","DOIUrl":"https://doi.org/10.1177/01987429211038022","url":null,"abstract":"For years, the research and policy focus on Black students with emotional disturbance (ED) has been on racial disproportionality. The disproportionality issue has sparked professional debate and raised major questions about racial bias, cultural fairness, appropriateness of assessment instruments, the adequacy of special education programs, poverty, exposure to risk factors, and research approaches. Unfortunately, minimal progress has been made on understanding the overrepresentation of Black students in ED programs. The purpose of the present study was to initiate research on the emotional and behavioral functioning of Black students with ED, by comparing the teacher-completed ratings from the Scales for Assessing Emotional Disturbance for Black students with ED (n = 139), Black students without ED (n = 421), White students with ED (n = 271), and White students without ED (n = 1,218). The results demonstrated that (a) Black students with ED were judged to demonstrate significantly higher levels of emotional and behavioral problems than their Black and White peers without ED, and (b) Black students with ED differed minimally from White students with ED. Research limitations, directions for future research, and implications for assessment and service delivery are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"108 - 117"},"PeriodicalIF":1.7,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43368261","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 : 2021-10-08DOI: 10.1177/01987429211050014
Chelsea E. Carr, J. Umbreit, Rebecca I. Hartzell
This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percentage of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.
{"title":"Instructional Level and Engagement in Students With Behavioral Disorders","authors":"Chelsea E. Carr, J. Umbreit, Rebecca I. Hartzell","doi":"10.1177/01987429211050014","DOIUrl":"https://doi.org/10.1177/01987429211050014","url":null,"abstract":"This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percentage of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"236 - 244"},"PeriodicalIF":1.7,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41900159","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 : 2021-08-20DOI: 10.1177/01987429211033548
Jennifer Freeman, R. Peterson, L. Kern, S. Mathur, Brian R. Barber, Mara E. Power, M. Perea
This document provides recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of seclusion in schools. It updates the CCBD’s position on this topic first published in 2009 and includes (a) key definitions, (b) a summary of problems with the use of seclusion, (c) strategies to eliminate the use of seclusion, (d) a summary of law and policy related to seclusion, (e) a summary of research on seclusion, (f) a declaration of principles, and (g) recommendations regarding the elimination of seclusion in educational settings. A parallel document provides recommendations related to the use of physical restraint procedures in educational settings, which is often associated with the use of seclusion procedures.
{"title":"CCBD’s Position on Eliminating the Use of Seclusion in Educational Settings","authors":"Jennifer Freeman, R. Peterson, L. Kern, S. Mathur, Brian R. Barber, Mara E. Power, M. Perea","doi":"10.1177/01987429211033548","DOIUrl":"https://doi.org/10.1177/01987429211033548","url":null,"abstract":"This document provides recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of seclusion in schools. It updates the CCBD’s position on this topic first published in 2009 and includes (a) key definitions, (b) a summary of problems with the use of seclusion, (c) strategies to eliminate the use of seclusion, (d) a summary of law and policy related to seclusion, (e) a summary of research on seclusion, (f) a declaration of principles, and (g) recommendations regarding the elimination of seclusion in educational settings. A parallel document provides recommendations related to the use of physical restraint procedures in educational settings, which is often associated with the use of seclusion procedures.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"134 - 144"},"PeriodicalIF":1.7,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48735230","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 : 2021-08-16DOI: 10.1177/01987429211033567
M. Lambert, Antonis Katsiyannis, M. Epstein, D. Cullinan, E. Sointu
Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.
{"title":"Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition","authors":"M. Lambert, Antonis Katsiyannis, M. Epstein, D. Cullinan, E. Sointu","doi":"10.1177/01987429211033567","DOIUrl":"https://doi.org/10.1177/01987429211033567","url":null,"abstract":"Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"223 - 235"},"PeriodicalIF":1.7,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45847240","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 : 2021-07-28DOI: 10.1177/01987429211036831
{"title":"Correction notice to Effects of PECS on the Emergence of Vocal Mands and the Reduction of Aggressive Behavior Across Settings for a Child with Autism","authors":"","doi":"10.1177/01987429211036831","DOIUrl":"https://doi.org/10.1177/01987429211036831","url":null,"abstract":"","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"149 - 149"},"PeriodicalIF":1.7,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211036831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47386865","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 : 2021-07-26DOI: 10.1177/01987429211030860
L. Kern, M. Weist, S. Mathur, Brian R. Barber
In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also consider broad issues that interfere with the success of SMH. We then provide a number of specific recommendations for integrating the delivery of SMH services within a tiered system of supports that are intended to empower school staff to move toward implementation. Last, we address how effective implementation can be facilitated by strong administrative support along with capacity building.
{"title":"Empowering School Staff to Implement Effective School Mental Health Services","authors":"L. Kern, M. Weist, S. Mathur, Brian R. Barber","doi":"10.1177/01987429211030860","DOIUrl":"https://doi.org/10.1177/01987429211030860","url":null,"abstract":"In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also consider broad issues that interfere with the success of SMH. We then provide a number of specific recommendations for integrating the delivery of SMH services within a tiered system of supports that are intended to empower school staff to move toward implementation. Last, we address how effective implementation can be facilitated by strong administrative support along with capacity building.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"47 1","pages":"207 - 219"},"PeriodicalIF":1.7,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01987429211030860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687206","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 : 2021-05-28DOI: 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}
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