Pub Date : 2024-08-29DOI: 10.1177/10634266241271357
Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.
{"title":"Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines","authors":"Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano","doi":"10.1177/10634266241271357","DOIUrl":"https://doi.org/10.1177/10634266241271357","url":null,"abstract":"During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"40 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142101915","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 : 2024-05-14DOI: 10.1177/10634266241253544
LaRon A. Scott
{"title":"Special Series Part II: Supporting Teachers of Students with Emotional and Behavioral Disorders","authors":"LaRon A. Scott","doi":"10.1177/10634266241253544","DOIUrl":"https://doi.org/10.1177/10634266241253544","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"24 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942993","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 : 2024-05-06DOI: 10.1177/10634266241248446
Kathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Nathan Allen Lane, Katie Scarlett Lane Pelton, Rebecca Esther Swinburne Romine, Rebecca Sherod, Grant Edmund Allen
There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent and respond to academic, behavioral, and social and emotional well-being needs. We conducted this study to quantify cross-sectional differences between the academic years before (prepandemic: 2018–2019 and 2019–2020) and immediately following the pandemic onset (after-pandemic onset: 2021–2022) in students’ levels of internalizing and externalizing behaviors and referrals for special education eligibility determination. We analyzed data from the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and district-provided special education data from 22 elementary schools collected as part of regular practices. Schools were from two midwestern districts implementing an integrated tiered system of support—the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention—district-wide. Results indicated some statistically significant but very small-magnitude differences in internalizing and externalizing behaviors relative to the pandemic with few exceptions (e.g., fall externalizing scores slightly lower in fall after the pandemic onset). Effect sizes suggested students with disabilities and students of color were very similar and did not indicate differential pandemic impact. We discussed limitations, which centered primarily on issues of generalizability, and encouraged other researchers to examine shifts in student performance in other locales, in schools not yet implementing tiered systems, and in subsequent years following the pandemic onset.
{"title":"Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems","authors":"Kathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Nathan Allen Lane, Katie Scarlett Lane Pelton, Rebecca Esther Swinburne Romine, Rebecca Sherod, Grant Edmund Allen","doi":"10.1177/10634266241248446","DOIUrl":"https://doi.org/10.1177/10634266241248446","url":null,"abstract":"There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent and respond to academic, behavioral, and social and emotional well-being needs. We conducted this study to quantify cross-sectional differences between the academic years before (prepandemic: 2018–2019 and 2019–2020) and immediately following the pandemic onset (after-pandemic onset: 2021–2022) in students’ levels of internalizing and externalizing behaviors and referrals for special education eligibility determination. We analyzed data from the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and district-provided special education data from 22 elementary schools collected as part of regular practices. Schools were from two midwestern districts implementing an integrated tiered system of support—the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention—district-wide. Results indicated some statistically significant but very small-magnitude differences in internalizing and externalizing behaviors relative to the pandemic with few exceptions (e.g., fall externalizing scores slightly lower in fall after the pandemic onset). Effect sizes suggested students with disabilities and students of color were very similar and did not indicate differential pandemic impact. We discussed limitations, which centered primarily on issues of generalizability, and encouraged other researchers to examine shifts in student performance in other locales, in schools not yet implementing tiered systems, and in subsequent years following the pandemic onset.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"13 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140845958","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 : 2024-04-05DOI: 10.1177/10634266241238734
Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu
Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about student perceptions of VA among students with EBD. We surveyed 144 secondary students with EBD finding infrequent reporting to teachers about VA victimization. According to students, the most effective teacher responses to a report of VA victimization were moving the victim away from the perpetrator, providing advice, and punishing the aggressor. Students reported that the content of teacher instruction about VA most often included reporting victimization to a teacher, avoiding the aggressor, and ignoring the verbally aggressive behavior. We discuss implications for teacher education and practice including what strategies deter VA and effective teacher responses to victimization. We conclude with recommendations for future research such as examining risk and protective factors for VA involvement, assessing whether students’ attitudes and beliefs contribute to VA, and conducting longitudinal studies.
患有情绪和行为障碍（EBDs）的学生通常在社会适应和学业成绩方面存在困难，会出现蔑视他人、违反规则和逃学等问题行为，但其中一种特别具有挑战性的行为是攻击行为。研究人员断言，言语攻击（VA）是学校中最常见的攻击形式；然而，人们对 EBD 学生对 VA 的看法却知之甚少。我们对 144 名患有 EBD 的中学生进行了调查，发现他们并不经常向老师报告 VA 侵犯行为。据学生们称，教师对受害者受害报告的最有效回应是让受害者远离施暴者、提供建议和惩罚施暴者。学生们报告说，教师关于家庭暴力的指导内容最常见的是向教师报告受害情况、避开施暴者和忽视言语攻击行为。我们讨论了对教师教育和实践的影响，包括哪些策略可以阻止暴力行为，以及教师对受害行为的有效回应。最后，我们对今后的研究提出了建议，如研究参与侵犯行为的风险和保护因素，评估学生的态度和信念是否会导致侵犯行为，以及开展纵向研究。
{"title":"Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders","authors":"Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu","doi":"10.1177/10634266241238734","DOIUrl":"https://doi.org/10.1177/10634266241238734","url":null,"abstract":"Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about student perceptions of VA among students with EBD. We surveyed 144 secondary students with EBD finding infrequent reporting to teachers about VA victimization. According to students, the most effective teacher responses to a report of VA victimization were moving the victim away from the perpetrator, providing advice, and punishing the aggressor. Students reported that the content of teacher instruction about VA most often included reporting victimization to a teacher, avoiding the aggressor, and ignoring the verbally aggressive behavior. We discuss implications for teacher education and practice including what strategies deter VA and effective teacher responses to victimization. We conclude with recommendations for future research such as examining risk and protective factors for VA involvement, assessing whether students’ attitudes and beliefs contribute to VA, and conducting longitudinal studies.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"78 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534110","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 : 2024-03-27DOI: 10.1177/10634266241235933
Jonte’ C. Taylor, L. Meghan Allen, Jared Van, Michele Moohr
Teaching is one of the most stressful occupations in America. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.
{"title":"The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom","authors":"Jonte’ C. Taylor, L. Meghan Allen, Jared Van, Michele Moohr","doi":"10.1177/10634266241235933","DOIUrl":"https://doi.org/10.1177/10634266241235933","url":null,"abstract":"Teaching is one of the most stressful occupations in America. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"45 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317171","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 : 2024-03-22DOI: 10.1177/10634266241237998
Jill V. Hamm, David Lee, Thomas W. Farmer
Teachers’ social ties to colleagues are a key conduit of instructional and classroom management resources, and social and emotional support to meet teaching challenges. We argue that special education teachers’ formal and informal collegial ties are malleable contributors to factors that undergird their burnout. Using middle schools as an example, we use social network constructs and longitudinal analyses to demonstrate the limited extent to which special educators formally assigned to interdisciplinary teams actually forge and maintain constructive ties with their assigned colleagues. Furthermore, we describe the collegial qualities of the ties that special educators do form with general educators. By investigating the naturally occurring social ties of special educators within a prevalent social organization of teachers, we can identify strategies to help administrators align the formal and informal social structure of teachers, and interventions to support the qualities of special educators that promote strong ties to general educators, thereby increasing the social integration of special education teachers.
{"title":"Social (Dis)Integration: Using Social Ties and Networks to Understand Potential Sources of and Leverage Points for Middle School Special Education Teachers’ Burnout","authors":"Jill V. Hamm, David Lee, Thomas W. Farmer","doi":"10.1177/10634266241237998","DOIUrl":"https://doi.org/10.1177/10634266241237998","url":null,"abstract":"Teachers’ social ties to colleagues are a key conduit of instructional and classroom management resources, and social and emotional support to meet teaching challenges. We argue that special education teachers’ formal and informal collegial ties are malleable contributors to factors that undergird their burnout. Using middle schools as an example, we use social network constructs and longitudinal analyses to demonstrate the limited extent to which special educators formally assigned to interdisciplinary teams actually forge and maintain constructive ties with their assigned colleagues. Furthermore, we describe the collegial qualities of the ties that special educators do form with general educators. By investigating the naturally occurring social ties of special educators within a prevalent social organization of teachers, we can identify strategies to help administrators align the formal and informal social structure of teachers, and interventions to support the qualities of special educators that promote strong ties to general educators, thereby increasing the social integration of special education teachers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"57 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192713","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 : 2024-03-11DOI: 10.1177/10634266241235131
Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor
The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices.
{"title":"Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD","authors":"Gwendolyn K. Deger, Michele Moohr, Benjamin Riden, Jonte Taylor","doi":"10.1177/10634266241235131","DOIUrl":"https://doi.org/10.1177/10634266241235131","url":null,"abstract":"The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104933","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 : 2024-03-06DOI: 10.1177/10634266241235154
Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm, Thomas W. Farmer
More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.
教师职业倦怠不仅仅是一个流行语，它还捕捉到了过去几年的时代精神，因为学校正在努力应对后 "COVID-19 "大流行世界中的教育挑战。加伍德敲响了警钟，并呼吁采取行动，解决教师职业倦怠问题，因为它对学生有普遍影响，更具体地说，它影响到为最需要帮助的学生提供服务干预措施的准确性。在与职业倦怠相关的可塑因素中，本文重点关注教师管理课堂行为的能力，并讨论了行为、学业和社会参与（BASE）模式在破坏可能导致教师职业倦怠的过程中的潜力。为了说明该模式的潜力，我们介绍了中学教师在焦点小组中分享的关于具有挑战性的课堂行为及其专业发展需求的观点，并讨论了 BASE 模式如何有助于提高教师管理课堂的能力。我们还讨论了教师培训和支持专业化以减少职业倦怠的意义。
{"title":"Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model","authors":"Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, David L. Lee, Jill V. Hamm, Thomas W. Farmer","doi":"10.1177/10634266241235154","DOIUrl":"https://doi.org/10.1177/10634266241235154","url":null,"abstract":"More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057778","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 : 2024-03-06DOI: 10.1177/10634266241234917
Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke
Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators. .
{"title":"Stress Management Programs for Special Education Teachers","authors":"Colleen L. Eddy, Keith C. Herman, Wendy M. Reinke","doi":"10.1177/10634266241234917","DOIUrl":"https://doi.org/10.1177/10634266241234917","url":null,"abstract":"Stress management programs have been developed to improve teacher coping and prevent burnout. While many of these programs have promise, few have included special educators in intervention studies. Intervention programs may be beneficial for teachers in special education to increase their awareness of stress and use of coping skills, which in turn can be modeled for students in their classrooms. Encouraging individual stress management can improve well-being and student outcomes, but may be insufficient without additional classroom management and contextual support. The purpose of this paper is to use the Garwood paper as a springboard to identify potential stress management programs that might be helpful for special educators. .","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"19 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057782","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 : 2024-02-27DOI: 10.1177/10634266241231976
Joseph Calvin Gagnon, Sungur Gurel, Brian R. Barber, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert
To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.
{"title":"Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility","authors":"Joseph Calvin Gagnon, Sungur Gurel, Brian R. Barber, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert","doi":"10.1177/10634266241231976","DOIUrl":"https://doi.org/10.1177/10634266241231976","url":null,"abstract":"To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"8 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139988578","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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