Pub Date : 2025-09-27DOI: 10.1177/10634266251365180
Kristen L. Granger, Katrina Vogel, Emma Vieten, Jason C. Chow, Michael D. Broda
The purpose of this study was to examine where students with or at risk for emotional and behavioral disorders (EBDs) were placed in K–3 grade classroom seating assignments over time and the relation between classroom seating placement and peer-reported reputations of these students. Specifically, we investigated how proximity to the classroom teacher’s desk and isolation from peers influenced peer perceptions. Results revealed variability in seat distance from the teacher’s desk and that approximately half of the students were assigned a seat in isolation from their peers. Seat isolation was significantly associated with more negative peer-reported reputations, including increased nominations for fighting and giving the teacher a hard time, while reducing nominations for being nice and cooperative. Conversely, distance from the teacher’s desk showed no statistically significant associations with peer reputation. These preliminary findings highlight the potential importance of classroom seating placement in shaping the social experiences of students with or at risk for EBD. Implications for classroom management practices and future research are discussed.
{"title":"Classroom Seating Placements of Students With or at Risk for Emotional and Behavioral Disorders","authors":"Kristen L. Granger, Katrina Vogel, Emma Vieten, Jason C. Chow, Michael D. Broda","doi":"10.1177/10634266251365180","DOIUrl":"https://doi.org/10.1177/10634266251365180","url":null,"abstract":"The purpose of this study was to examine where students with or at risk for emotional and behavioral disorders (EBDs) were placed in K–3 grade classroom seating assignments over time and the relation between classroom seating placement and peer-reported reputations of these students. Specifically, we investigated how proximity to the classroom teacher’s desk and isolation from peers influenced peer perceptions. Results revealed variability in seat distance from the teacher’s desk and that approximately half of the students were assigned a seat in isolation from their peers. Seat isolation was significantly associated with more negative peer-reported reputations, including increased nominations for fighting and giving the teacher a hard time, while reducing nominations for being nice and cooperative. Conversely, distance from the teacher’s desk showed no statistically significant associations with peer reputation. These preliminary findings highlight the potential importance of classroom seating placement in shaping the social experiences of students with or at risk for EBD. Implications for classroom management practices and future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"39 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145181185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-25DOI: 10.1177/10634266251363942
Geraldine D. Cadet-Miller, Bridget Poznanski, Timothy Hayes, Katie C. Hart
This exploratory study examines the interplay between different aspects of socioeconomic status (SES) and caregiver stress in relation to caregiver involvement in the education of preschool children with externalizing behavior problems. Utilizing a predominantly Black, low-income, treatment-seeking sample, we measured involvement across three dimensions: Home-Based Involvement (HBI), School-Based Involvement (SBI), and Home-School Conferencing (HSC). Caregivers in the sample were found to have below-average involvement in HBI, average involvement in SBI, and above average involvement in HSC. Contrary to past literature, higher SES was inversely associated with involvement across all domains. Caregivers with lower socioeconomic resources reported more active engagement, particularly in school social activities, teacher feedback reception, and establishing regular home routines. Significantly, non-biological primary caregivers were less involved in SBI. The model’s moderate fit points to the existence of other factors influencing involvement not captured in the study. These findings suggest that economic resources do not necessarily enhance involvement. Suggestions for tailoring engagement strategies and directions for future research are discussed.
{"title":"Engagement Amid Adversity: Socioeconomic Influences on Educational Engagement in Supporting Preschoolers With Externalizing Behaviors","authors":"Geraldine D. Cadet-Miller, Bridget Poznanski, Timothy Hayes, Katie C. Hart","doi":"10.1177/10634266251363942","DOIUrl":"https://doi.org/10.1177/10634266251363942","url":null,"abstract":"This exploratory study examines the interplay between different aspects of socioeconomic status (SES) and caregiver stress in relation to caregiver involvement in the education of preschool children with externalizing behavior problems. Utilizing a predominantly Black, low-income, treatment-seeking sample, we measured involvement across three dimensions: Home-Based Involvement (HBI), School-Based Involvement (SBI), and Home-School Conferencing (HSC). Caregivers in the sample were found to have below-average involvement in HBI, average involvement in SBI, and above average involvement in HSC. Contrary to past literature, higher SES was inversely associated with involvement across all domains. Caregivers with lower socioeconomic resources reported more active engagement, particularly in school social activities, teacher feedback reception, and establishing regular home routines. Significantly, non-biological primary caregivers were less involved in SBI. The model’s moderate fit points to the existence of other factors influencing involvement not captured in the study. These findings suggest that economic resources do not necessarily enhance involvement. Suggestions for tailoring engagement strategies and directions for future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"42 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145141478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-28DOI: 10.1177/10634266251363946
Helena F. Alacha, Sara J. Bufferd
Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for developing secondary anxiety symptoms. While interpersonal functioning has been implicated in this comorbidity, the specific peer-related factors contributing to anxiety in youth with ADHD remain unclear. This study examined the roles of social problems, ADHD-related cognitive biases associated with peer difficulties (i.e., negative social information processing [SIP] and rejection sensitivity), and functional impairment in the relation between ADHD and anxiety symptoms. Parents ( N = 120; 95% mothers) of 8- to 12-year-old children with elevated ADHD symptoms (58.3% [ n = 70] with ADHD diagnoses) completed questionnaires, while a subset of their children ( n = 69, M age = 9.70 years, SD = 1.38; 62.3% boys) completed questionnaires and a virtual SIP task. Results indicated that social problems, anger rejection sensitivity, and functional impairment each moderated the relation between ADHD and anxiety symptoms. These findings highlight the potential role of specific peer difficulties in the development of anxiety among children with ADHD and underscore the importance of regular anxiety screening for those experiencing social challenges and functional impairment.
{"title":"Peer Functioning and Anxiety Risk in Children With Elevated Attention-Deficit/Hyperactivity Disorder Symptoms","authors":"Helena F. Alacha, Sara J. Bufferd","doi":"10.1177/10634266251363946","DOIUrl":"https://doi.org/10.1177/10634266251363946","url":null,"abstract":"Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for developing secondary anxiety symptoms. While interpersonal functioning has been implicated in this comorbidity, the specific peer-related factors contributing to anxiety in youth with ADHD remain unclear. This study examined the roles of social problems, ADHD-related cognitive biases associated with peer difficulties (i.e., negative social information processing [SIP] and rejection sensitivity), and functional impairment in the relation between ADHD and anxiety symptoms. Parents ( <jats:italic>N</jats:italic> = 120; 95% mothers) of 8- to 12-year-old children with elevated ADHD symptoms (58.3% [ <jats:italic>n</jats:italic> = 70] with ADHD diagnoses) completed questionnaires, while a subset of their children ( <jats:italic>n</jats:italic> = 69, <jats:italic> M <jats:sub>age</jats:sub> </jats:italic> = 9.70 years, <jats:italic>SD</jats:italic> = 1.38; 62.3% boys) completed questionnaires and a virtual SIP task. Results indicated that social problems, anger rejection sensitivity, and functional impairment each moderated the relation between ADHD and anxiety symptoms. These findings highlight the potential role of specific peer difficulties in the development of anxiety among children with ADHD and underscore the importance of regular anxiety screening for those experiencing social challenges and functional impairment.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"23 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-11DOI: 10.1177/10634266251358175
Jessica Kidd, Joni Williams Splett, Reilly Lord, Mia Varner, Michayla Yost, Cathy Corbin, Melanie Sonsteng-Person
Despite widespread recommendations to implement universal mental health screening (UMHS), there remains an “implementation gap” between evidence-based practices and how these practices are routinely adopted and implemented in schools. Research with end-users in mind is needed to identify implementation barriers and facilitators for UMHS and inform feasible implementation strategies that ensure UMHS is used as intended in practice to reduce youths’ unaddressed mental health risk. Guided by the Consolidated Framework for Implementation Research (CFIR), a qualitative study of practice-based evidence was conducted to examine the implementation determinants of UMHS within a tiered mental health system. Interviews with school leaders ( n = 11) within Florida school districts implementing UMHS were analyzed using thematic analysis. Results identify how the outer, inner, individual, program, and process-level determinants affect the implementation of screening. Specifically, buy-in was considered the most significant direct and indirect factor that influenced implementation within all levels of the CFIR framework. Implementation strategies connected to the determinants identified in this study are discussed, along with recommendations for future research to improve the implementation of UMHS.
{"title":"Considerations for Universal Mental Health Screening in Schools: A Qualitative Study of Implementation Determinants","authors":"Jessica Kidd, Joni Williams Splett, Reilly Lord, Mia Varner, Michayla Yost, Cathy Corbin, Melanie Sonsteng-Person","doi":"10.1177/10634266251358175","DOIUrl":"https://doi.org/10.1177/10634266251358175","url":null,"abstract":"Despite widespread recommendations to implement universal mental health screening (UMHS), there remains an “implementation gap” between evidence-based practices and how these practices are routinely adopted and implemented in schools. Research with end-users in mind is needed to identify implementation barriers and facilitators for UMHS and inform feasible implementation strategies that ensure UMHS is used as intended in practice to reduce youths’ unaddressed mental health risk. Guided by the Consolidated Framework for Implementation Research (CFIR), a qualitative study of practice-based evidence was conducted to examine the implementation determinants of UMHS within a tiered mental health system. Interviews with school leaders ( <jats:italic>n</jats:italic> = 11) within Florida school districts implementing UMHS were analyzed using thematic analysis. Results identify how the outer, inner, individual, program, and process-level determinants affect the implementation of screening. Specifically, buy-in was considered the most significant direct and indirect factor that influenced implementation within all levels of the CFIR framework. Implementation strategies connected to the determinants identified in this study are discussed, along with recommendations for future research to improve the implementation of UMHS.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"49 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-10DOI: 10.1177/10634266251343620
Maria Cañas, Maria Usacheva, Lindsay F. Armendariz, Susan Goff Timmer
This study evaluated the psychometric properties of the Weekly Assessment of Child Behavior–Negative Form (WACB-N), a brief, nine-item caregiver-reported assessment designed for screening and progress monitoring of externalizing behavior problems in children of ages 2–10 years. The psychometric properties of the WACB-N were examined across two non-overlapping samples: a clinical population of caregiver-child dyads referred for outpatient mental health services (Sample 1; n = 164) and resource parent-foster child dyads participating in a preventive parenting program (Sample 2; n = 151). Data were analyzed using item response theory, factor analyses, test–retest reliability, convergent validity, and receiver operating characteristic (ROC) analyses. Item response theory and factor analyses supported the unidimensionality, item-level properties, and internal consistency of WACB-N subscales. Test–retest reliability was good to excellent over 3-week intervals (intraclass correlation coefficients = .82–.92). The WACB-N demonstrated strong convergent validity with established measures of child behavioral problems, socioemotional competencies, and parenting stress. The ROC analyses identified optimal WACB-N cutoff scores between 35.5 and 37.5 for detecting children with externalizing behavior problems. The WACB-N’s brief structure and strong psychometric properties support its utility for screening and monitoring progress in interventions and treatment outcome research. The measure’s public availability and simple scoring and interpretation facilitate its implementation in community settings, allowing practitioners and researchers to effectively track behavioral changes, guide clinical decision-making, and foster collaborative care with caregivers. As a brief and cost-effective measure for assessing and monitoring child behavior problems, the WACB-N has the potential to improve the quality of services for children exhibiting behavior problems and their families.
{"title":"Psychometric Properties of the Weekly Assessment of Child Behavior-Negative Form (WACB-N)","authors":"Maria Cañas, Maria Usacheva, Lindsay F. Armendariz, Susan Goff Timmer","doi":"10.1177/10634266251343620","DOIUrl":"https://doi.org/10.1177/10634266251343620","url":null,"abstract":"This study evaluated the psychometric properties of the Weekly Assessment of Child Behavior–Negative Form (WACB-N), a brief, nine-item caregiver-reported assessment designed for screening and progress monitoring of externalizing behavior problems in children of ages 2–10 years. The psychometric properties of the WACB-N were examined across two non-overlapping samples: a clinical population of caregiver-child dyads referred for outpatient mental health services (Sample 1; <jats:italic>n</jats:italic> = 164) and resource parent-foster child dyads participating in a preventive parenting program (Sample 2; <jats:italic>n</jats:italic> = 151). Data were analyzed using item response theory, factor analyses, test–retest reliability, convergent validity, and receiver operating characteristic (ROC) analyses. Item response theory and factor analyses supported the unidimensionality, item-level properties, and internal consistency of WACB-N subscales. Test–retest reliability was good to excellent over 3-week intervals (intraclass correlation coefficients = .82–.92). The WACB-N demonstrated strong convergent validity with established measures of child behavioral problems, socioemotional competencies, and parenting stress. The ROC analyses identified optimal WACB-N cutoff scores between 35.5 and 37.5 for detecting children with externalizing behavior problems. The WACB-N’s brief structure and strong psychometric properties support its utility for screening and monitoring progress in interventions and treatment outcome research. The measure’s public availability and simple scoring and interpretation facilitate its implementation in community settings, allowing practitioners and researchers to effectively track behavioral changes, guide clinical decision-making, and foster collaborative care with caregivers. As a brief and cost-effective measure for assessing and monitoring child behavior problems, the WACB-N has the potential to improve the quality of services for children exhibiting behavior problems and their families.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-06DOI: 10.1177/10634266251331547
Kristen L. Granger, Erica Ross, Katrina Vogel, Meghan Reichel
The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( N = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., “Being Nice”). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed.
{"title":"A Preliminary Investigation of Student Externalizing Behavior, Teacher Praise, and Peer Reputations","authors":"Kristen L. Granger, Erica Ross, Katrina Vogel, Meghan Reichel","doi":"10.1177/10634266251331547","DOIUrl":"https://doi.org/10.1177/10634266251331547","url":null,"abstract":"The purpose of this study was to examine the relation between externalizing behavior and peer reputations of kindergarten through third-grade students ( <jats:italic>N</jats:italic> = 35, from 18 classrooms) with or at risk for Emotional and Behavioral Disorders (EBDs). We also examined the extent to which this relation varied as a function of teacher delivery of praise. A series of multiple regression models, adjusted for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between externalizing behavior and teacher praise on peer reputations for prosocial behavior (i.e., “Being Nice”). This effect indicated a negative relation between externalizing behavior and a prosocial peer reputation for students who received low rates of teacher praise. However, a positive relation was present between externalizing behavior and a prosocial peer reputation for students who received average and high rates of teacher praise. Findings reinforce that teacher praise is an important positive behavioral support and send a preliminary signal that praise may mitigate negative peer reputations for students with or at risk for EBD. Implications for research and practice are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"48 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143915962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-29DOI: 10.1177/10634266251326513
Wendy M. Reinke, Keith C. Herman, Shaoli Salowa Salam, Pravash Kumar
The purpose of this study was to identify emotional, behavioral, and academic co-occurring risk profiles of third-grade youth and to understand how they are longitudinally associated with later outcomes in sixth grade. The latent profile analysis of data from a community sample of 1,785 third graders resulted in five classes of risk profiles: No Risk (47%), Low Risk (36%), High Internalizing and Emotion Dysregulation (8%), High Externalizing (7%), and Co-occurring Risk (2%). The Co-occurring class had significantly worse outcomes on all sixth-grade measures compared to other classes. The High Internalizing and Emotion Dysregulation class had significantly higher internalizing problems but also higher externalizing problems. Youth with predominant externalizing features continued to evidence these problems in sixth grade, along with a high number of office discipline referrals, in-school suspensions, and out-school suspensions. Students with co-occurring social, emotional, behavioral, and academic issues are at increased risk of future challenges. Schools can use comprehensive and systematic screening to identify students with co-occurring problems. The study highlights the importance of early identification through screening and taking into consideration the co-occurring presentation of symptoms.
{"title":"Profiles of Third-Grade Emotional, Behavioral, and Academic Indicators: Co-Occurrence and Distal Outcomes in Sixth Grade","authors":"Wendy M. Reinke, Keith C. Herman, Shaoli Salowa Salam, Pravash Kumar","doi":"10.1177/10634266251326513","DOIUrl":"https://doi.org/10.1177/10634266251326513","url":null,"abstract":"The purpose of this study was to identify emotional, behavioral, and academic co-occurring risk profiles of third-grade youth and to understand how they are longitudinally associated with later outcomes in sixth grade. The latent profile analysis of data from a community sample of 1,785 third graders resulted in five classes of risk profiles: No Risk (47%), Low Risk (36%), High Internalizing and Emotion Dysregulation (8%), High Externalizing (7%), and Co-occurring Risk (2%). The Co-occurring class had significantly worse outcomes on all sixth-grade measures compared to other classes. The High Internalizing and Emotion Dysregulation class had significantly higher internalizing problems but also higher externalizing problems. Youth with predominant externalizing features continued to evidence these problems in sixth grade, along with a high number of office discipline referrals, in-school suspensions, and out-school suspensions. Students with co-occurring social, emotional, behavioral, and academic issues are at increased risk of future challenges. Schools can use comprehensive and systematic screening to identify students with co-occurring problems. The study highlights the importance of early identification through screening and taking into consideration the co-occurring presentation of symptoms.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"49 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-20DOI: 10.1177/10634266251326078
Christen Knowles, Katherine W. Bromley, Christopher Murray, James Sinclair, Yen Pham
Children identified with emotional and behavioral support needs often demonstrate varying levels of externalizing, hyperactive, and internalizing behaviors requiring diverse prevention and intervention efforts. The current study implemented a latent profile analysis (LPA) to explore meaningful differences in a sample of 180 children receiving special education services for emotional or behavioral support needs. Six profiles were identified based on externalizing, internalizing, and hyperactive indicators. We then tested criterion variables of teacher and student reports of emotional and behavioral engagement and disaffection across the profiles. Significant differences were found for the teacher, not the student report. Finally, we created a student–teacher perception of engagement discrepancy score to explore concordance of ratings across profiles. Findings indicated evidence of student illusory bias related to perceptions of functioning compared to their teacher. Results demonstrated that student profiles with higher levels of support needs were associated with less agreement of student functioning across the four engagement and disaffection subscales. Limitations and implications for future research are provided.
{"title":"Person-Centered Profiles Exploring School Engagement and Illusory Bias for Students With Emotional and Behavioral Support Needs","authors":"Christen Knowles, Katherine W. Bromley, Christopher Murray, James Sinclair, Yen Pham","doi":"10.1177/10634266251326078","DOIUrl":"https://doi.org/10.1177/10634266251326078","url":null,"abstract":"Children identified with emotional and behavioral support needs often demonstrate varying levels of externalizing, hyperactive, and internalizing behaviors requiring diverse prevention and intervention efforts. The current study implemented a latent profile analysis (LPA) to explore meaningful differences in a sample of 180 children receiving special education services for emotional or behavioral support needs. Six profiles were identified based on externalizing, internalizing, and hyperactive indicators. We then tested criterion variables of teacher and student reports of emotional and behavioral engagement and disaffection across the profiles. Significant differences were found for the teacher, not the student report. Finally, we created a student–teacher perception of engagement discrepancy score to explore concordance of ratings across profiles. Findings indicated evidence of student illusory bias related to perceptions of functioning compared to their teacher. Results demonstrated that student profiles with higher levels of support needs were associated with less agreement of student functioning across the four engagement and disaffection subscales. Limitations and implications for future research are provided.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"27 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143666172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-31DOI: 10.1177/10634266251319007
{"title":"CORRIGENDUM to “Moving targets and missed opportunities: being honest with teachers and ourselves”","authors":"","doi":"10.1177/10634266251319007","DOIUrl":"https://doi.org/10.1177/10634266251319007","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143072293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-29DOI: 10.1177/10634266241311556
Erica O. Lee, Robin P. Ennis, Lauren E. Anson, Jennifer Kilgo, Lois M. Christensen, Kelly Hill, Despina Stavrinos
Students with emotional dysregulation are not equipped with the ability to manage their own behavior. This often leads to major disruptions in the general education setting, interfering with the student’s learning and the learning of others. This study examined the effects of a mindfulness-based intervention on the presence of disruptive behavior in children with autism spectrum disorder or developmental delays in early elementary inclusion classrooms. An ABAB single-case research design was conducted on four students with characteristics of autism spectrum disorder between the ages of 5 and 8 to determine the effects of a mindfulness-based intervention on their disruptive behavior patterns. The researcher developed a mindfulness-based intervention comprised of structured breathing, mindful movement activities, and statements of positive affirmation for use during this 6-week study. Results of participation in a mindfulness-based intervention suggest an overall positive effect with mixed results on the rate of disruptive behavior. Limitations and future directions are discussed.
{"title":"Using a Mindfulness-Based Intervention With Children With Autism Spectrum Disorder to Decrease Disruptive Behavior in Early Elementary Inclusion Classrooms","authors":"Erica O. Lee, Robin P. Ennis, Lauren E. Anson, Jennifer Kilgo, Lois M. Christensen, Kelly Hill, Despina Stavrinos","doi":"10.1177/10634266241311556","DOIUrl":"https://doi.org/10.1177/10634266241311556","url":null,"abstract":"Students with emotional dysregulation are not equipped with the ability to manage their own behavior. This often leads to major disruptions in the general education setting, interfering with the student’s learning and the learning of others. This study examined the effects of a mindfulness-based intervention on the presence of disruptive behavior in children with autism spectrum disorder or developmental delays in early elementary inclusion classrooms. An ABAB single-case research design was conducted on four students with characteristics of autism spectrum disorder between the ages of 5 and 8 to determine the effects of a mindfulness-based intervention on their disruptive behavior patterns. The researcher developed a mindfulness-based intervention comprised of structured breathing, mindful movement activities, and statements of positive affirmation for use during this 6-week study. Results of participation in a mindfulness-based intervention suggest an overall positive effect with mixed results on the rate of disruptive behavior. Limitations and future directions are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"30 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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