Pub Date : 2020-06-19DOI: 10.1177/0198742920930704
Prathiba Natesan Batley, Smita Shukla Mehta, J. Hitchcock
Single case experimental design (SCED) is an indispensable methodology when evaluating intervention efficacy. Despite long-standing success with using visual analyses to evaluate SCED data, this method has limited utility for conducting meta-analyses. This is critical because meta-analyses should drive practice and policy in behavioral disorders more than evidence derived from individual SCEDs. Even when analyzing data from individual studies, there is merit to using multiple analytic methods since statistical analyses in SCED can be challenging given small sample sizes and autocorrelated data. These complexities are exacerbated when using count data, which are common in SCEDs. Bayesian methods can be used to develop new statistical procedures that may address these challenges. The purpose of the present study was to formulate a within-subject Bayesian rate ratio effect size (BRR) for autocorrelated count data that would obviate the need for small sample corrections. This effect size is the first step toward building a between-subject rate ratio that can be used for meta-analyses. We illustrate this within-subject effect size using real data for an ABAB design and provide codes for practitioners who may want to compute BRR.
{"title":"A Bayesian Rate Ratio Effect Size to Quantify Intervention Effects for Count Data in Single Case Experimental Research","authors":"Prathiba Natesan Batley, Smita Shukla Mehta, J. Hitchcock","doi":"10.1177/0198742920930704","DOIUrl":"https://doi.org/10.1177/0198742920930704","url":null,"abstract":"Single case experimental design (SCED) is an indispensable methodology when evaluating intervention efficacy. Despite long-standing success with using visual analyses to evaluate SCED data, this method has limited utility for conducting meta-analyses. This is critical because meta-analyses should drive practice and policy in behavioral disorders more than evidence derived from individual SCEDs. Even when analyzing data from individual studies, there is merit to using multiple analytic methods since statistical analyses in SCED can be challenging given small sample sizes and autocorrelated data. These complexities are exacerbated when using count data, which are common in SCEDs. Bayesian methods can be used to develop new statistical procedures that may address these challenges. The purpose of the present study was to formulate a within-subject Bayesian rate ratio effect size (BRR) for autocorrelated count data that would obviate the need for small sample corrections. This effect size is the first step toward building a between-subject rate ratio that can be used for meta-analyses. We illustrate this within-subject effect size using real data for an ABAB design and provide codes for practitioners who may want to compute BRR.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"226 - 237"},"PeriodicalIF":1.7,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920930704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44478623","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 : 2020-05-21DOI: 10.1177/0198742920919095
Argnue Chitiyo, Seth A. King, Margaret D. Krizon, Cephas Ablakwa, Andrew M. Markelz
Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings.
{"title":"A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders","authors":"Argnue Chitiyo, Seth A. King, Margaret D. Krizon, Cephas Ablakwa, Andrew M. Markelz","doi":"10.1177/0198742920919095","DOIUrl":"https://doi.org/10.1177/0198742920919095","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"214 - 225"},"PeriodicalIF":1.7,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920919095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443257","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 : 2020-05-04DOI: 10.1177/0198742920915648
Nicolette M. Grasley-Boy, B. Reichow, W. van Dijk, Nicholas A. Gage
Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.
{"title":"A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings","authors":"Nicolette M. Grasley-Boy, B. Reichow, W. van Dijk, Nicholas A. Gage","doi":"10.1177/0198742920915648","DOIUrl":"https://doi.org/10.1177/0198742920915648","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"199 - 213"},"PeriodicalIF":1.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920915648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48026513","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 : 2020-05-01DOI: 10.1177/0198742919883570
Ambra L. Green, Timothy J. Lewis, A. Olsen
This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.
{"title":"General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status","authors":"Ambra L. Green, Timothy J. Lewis, A. Olsen","doi":"10.1177/0198742919883570","DOIUrl":"https://doi.org/10.1177/0198742919883570","url":null,"abstract":"This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"183 - 192"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919883570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623432","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 : 2020-05-01DOI: 10.1177/0198742919839221
R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.
{"title":"The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919839221","DOIUrl":"https://doi.org/10.1177/0198742919839221","url":null,"abstract":"In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support (e.g., school-wide professional development for all, small group support for some, individualized support for a few) are much more likely to produce desired outcomes. As such, we examined the evidence base for coaching educators to increase behavior-specific praise by applying CEC quality indicators and standards, and concluded that coaching educators to increase behavior-specific praise meets CEC guidelines to be considered an evidence-based practice. Educational implications, limitations, and future directions are presented.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"148 - 166"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919839221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471835","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 : 2020-05-01DOI: 10.1177/0198742919837646
Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies
Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.
{"title":"A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings","authors":"Grant Edmund Allen, E. A. Common, K. Germer, K. Lane, M. Buckman, W. Oakes, Holly M. Menzies","doi":"10.1177/0198742919837646","DOIUrl":"https://doi.org/10.1177/0198742919837646","url":null,"abstract":"Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"167 - 182"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919837646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611475","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 : 2020-05-01DOI: 10.1177/0198742919843075
R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap
Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.
{"title":"Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base","authors":"R. Ennis, D. J. Royer, K. Lane, Kristin Diane Dunlap","doi":"10.1177/0198742919843075","DOIUrl":"https://doi.org/10.1177/0198742919843075","url":null,"abstract":"Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies (k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"131 - 147"},"PeriodicalIF":1.7,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919843075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41678394","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 : 2020-04-05DOI: 10.1177/0198742920911649
Marina S. Velez, E. Barton, P. Yoder, J. C. Wright
We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).
{"title":"Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context","authors":"Marina S. Velez, E. Barton, P. Yoder, J. C. Wright","doi":"10.1177/0198742920911649","DOIUrl":"https://doi.org/10.1177/0198742920911649","url":null,"abstract":"We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"67 - 79"},"PeriodicalIF":1.7,"publicationDate":"2020-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425628","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 : 2020-03-14DOI: 10.1177/0198742920911178
S. Hirsch, Jason C. Chow, Kristina N. Randall, Shannon L. Nemer, Georgia McKown
We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.
{"title":"Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers","authors":"S. Hirsch, Jason C. Chow, Kristina N. Randall, Shannon L. Nemer, Georgia McKown","doi":"10.1177/0198742920911178","DOIUrl":"https://doi.org/10.1177/0198742920911178","url":null,"abstract":"We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"18 - 28"},"PeriodicalIF":1.7,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946129","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 : 2020-03-13DOI: 10.1177/0198742920911182
David E. Houchins, Eliseo Jimenez, N. Langley, K. Plescow, Christopher C Henrich
The purpose of this article was to examine the relationships between (a) youth and facility characteristics and (b) youth risk and resilience factors (i.e., mental health, self-determination [SD]) in juvenile justice facilities. Extant self-report data from 205 nationally representative correctional facilities and 7,073 youth, collected as part of the Office of Juvenile Justice and Delinquency Survey of Residential Placement, were analyzed. Youth charateristics included sex, race, disability classification, mental health status, traumatic events/abuse encountered, offense committed, and SD. Facility factors included facility climate and counseling services. Results indicated that both prior abuse and victimization in the facility were positively correlated with mental health symptoms and SD. Positive perceptions of facility climate were associated with lower mental health symptoms. Youth who were female, younger, with a learning disability, and had committed a violent offense, reported more mental health symptoms. Positive perceptions of facility climate and receipt of counseling in the facility were associated with higher SD. Contrary to expectations, prior abuse and victimization in the facility were associated with higher SD. Recommendations include creating positive facility climates, developing targeted SD instruction, and providing tailored counseling services to facilitate successful transitions out of juvenile justice.
{"title":"Predictors of Self-Determination and Mental Health Symptoms Among Youth in Juvenile Justice Facilities","authors":"David E. Houchins, Eliseo Jimenez, N. Langley, K. Plescow, Christopher C Henrich","doi":"10.1177/0198742920911182","DOIUrl":"https://doi.org/10.1177/0198742920911182","url":null,"abstract":"The purpose of this article was to examine the relationships between (a) youth and facility characteristics and (b) youth risk and resilience factors (i.e., mental health, self-determination [SD]) in juvenile justice facilities. Extant self-report data from 205 nationally representative correctional facilities and 7,073 youth, collected as part of the Office of Juvenile Justice and Delinquency Survey of Residential Placement, were analyzed. Youth charateristics included sex, race, disability classification, mental health status, traumatic events/abuse encountered, offense committed, and SD. Facility factors included facility climate and counseling services. Results indicated that both prior abuse and victimization in the facility were positively correlated with mental health symptoms and SD. Positive perceptions of facility climate were associated with lower mental health symptoms. Youth who were female, younger, with a learning disability, and had committed a violent offense, reported more mental health symptoms. Positive perceptions of facility climate and receipt of counseling in the facility were associated with higher SD. Contrary to expectations, prior abuse and victimization in the facility were associated with higher SD. Recommendations include creating positive facility climates, developing targeted SD instruction, and providing tailored counseling services to facilitate successful transitions out of juvenile justice.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"138 - 148"},"PeriodicalIF":1.7,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920911182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505037","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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