Pub Date : 2022-07-22DOI: 10.1177/10634266221110861
Jason C. Chow, K. Granger, M. Broda, Princess-Melissa Washington-Nortey
In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.
{"title":"Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms","authors":"Jason C. Chow, K. Granger, M. Broda, Princess-Melissa Washington-Nortey","doi":"10.1177/10634266221110861","DOIUrl":"https://doi.org/10.1177/10634266221110861","url":null,"abstract":"In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"35 36 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79648137","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 : 2022-07-04DOI: 10.1177/10634266221100212
Audrey C. Juhasz, L. Boyce
The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path models were conducted: four for each language. Models tested the autoregressive and cross-lagged paths between two dimensions of language (expressive and receptive) and behavior problems (internalizing and externalizing) over the preschool year. Findings highlight the critical importance of the home language for children who are dual language learners and suggest programs ensure adequate home language support is available in the classroom. Future directions are discussed.
{"title":"Exploring Bidirectional Language–Behavior Influences for Spanish–English Dual Language Learning Children in Head Start","authors":"Audrey C. Juhasz, L. Boyce","doi":"10.1177/10634266221100212","DOIUrl":"https://doi.org/10.1177/10634266221100212","url":null,"abstract":"The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path models were conducted: four for each language. Models tested the autoregressive and cross-lagged paths between two dimensions of language (expressive and receptive) and behavior problems (internalizing and externalizing) over the preschool year. Findings highlight the critical importance of the home language for children who are dual language learners and suggest programs ensure adequate home language support is available in the classroom. Future directions are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"34 1","pages":"191 - 203"},"PeriodicalIF":1.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91162934","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 : 2022-06-03DOI: 10.1177/10634266221090151
Catalina Sarmiento, G. Reid
The term level of care is utilized in mental health care to refer to the different ways in which treatment can be delivered, including qualitative (e.g., modality, approach, setting) and quantitative (e.g., number of sessions, frequency of sessions) variations in services. The concept is often embedded in models of care and measures, yet there is no agreed upon definition or understanding of what it encompasses. A scoping review of level of care conceptualizations in models of care, and triage and service use measures was conducted. Twenty-nine conceptualizations across 63 articles were identified, 12 focused on qualitative components, four on quantitative components, and 13 on a combination of qualitative and quantitative components. A conceptual model to integrate the literature reviewed is proposed.
{"title":"Levels of Care: A Scoping Review of Conceptualizations in Child and Adolescent Mental Health Services","authors":"Catalina Sarmiento, G. Reid","doi":"10.1177/10634266221090151","DOIUrl":"https://doi.org/10.1177/10634266221090151","url":null,"abstract":"The term level of care is utilized in mental health care to refer to the different ways in which treatment can be delivered, including qualitative (e.g., modality, approach, setting) and quantitative (e.g., number of sessions, frequency of sessions) variations in services. The concept is often embedded in models of care and measures, yet there is no agreed upon definition or understanding of what it encompasses. A scoping review of level of care conceptualizations in models of care, and triage and service use measures was conducted. Twenty-nine conceptualizations across 63 articles were identified, 12 focused on qualitative components, four on quantitative components, and 13 on a combination of qualitative and quantitative components. A conceptual model to integrate the literature reviewed is proposed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"45 1","pages":"54 - 65"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80550073","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 : 2022-06-03DOI: 10.1177/10634266221099241
Jennifer Farley, Kristin Duppong Hurley, M. Lambert, T. Gross
Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.
{"title":"Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students With Emotional or Behavioral Needs","authors":"Jennifer Farley, Kristin Duppong Hurley, M. Lambert, T. Gross","doi":"10.1177/10634266221099241","DOIUrl":"https://doi.org/10.1177/10634266221099241","url":null,"abstract":"Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"32 1","pages":"171 - 183"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76717482","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 : 2022-06-03DOI: 10.1177/10634266221099242
J. Garwood
Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose exploration of several potential malleable factors related to burnout of special educators serving students with and at risk for emotional and behavioral disorders, (b) link those suggestions to theoretical frameworks, (c) discuss the relation between burnout and fidelity, and (d) suggest measures that may be used to pursue this research, with the ultimate goal of helping the field discover means of intervention to remediate and prevent burnout.
{"title":"Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action","authors":"J. Garwood","doi":"10.1177/10634266221099242","DOIUrl":"https://doi.org/10.1177/10634266221099242","url":null,"abstract":"Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose exploration of several potential malleable factors related to burnout of special educators serving students with and at risk for emotional and behavioral disorders, (b) link those suggestions to theoretical frameworks, (c) discuss the relation between burnout and fidelity, and (d) suggest measures that may be used to pursue this research, with the ultimate goal of helping the field discover means of intervention to remediate and prevent burnout.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"102 1","pages":"84 - 96"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80766322","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 : 2022-06-03DOI: 10.1177/10634266221099246
Corey D. Pierce, M. Epstein, Matthew D. Wood
Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed.
{"title":"Content Validation of the Behavioral and Emotional Rating Scale–3rd Edition: Strength-Based Interview","authors":"Corey D. Pierce, M. Epstein, Matthew D. Wood","doi":"10.1177/10634266221099246","DOIUrl":"https://doi.org/10.1177/10634266221099246","url":null,"abstract":"Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":"184 - 190"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80830400","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 : 2022-06-03DOI: 10.1177/10634266221097708
Priya McLennan, Tommie M. Laba, Brad J. Nakamura
Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practices (EBPs). Furthermore, there is growing evidence that the effects of training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths’ clinical progress improved as a result of therapists’ attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers (n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths’ month in treatment and therapists’ practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists’ knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed.
{"title":"Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System","authors":"Priya McLennan, Tommie M. Laba, Brad J. Nakamura","doi":"10.1177/10634266221097708","DOIUrl":"https://doi.org/10.1177/10634266221097708","url":null,"abstract":"Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practices (EBPs). Furthermore, there is growing evidence that the effects of training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths’ clinical progress improved as a result of therapists’ attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers (n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths’ month in treatment and therapists’ practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists’ knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"492 1","pages":"66 - 78"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86792613","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 : 2022-05-20DOI: 10.1177/10634266221076475
Yanfeng Xu, Merav Jedwab, Kerry A. Lee, S. Levkoff
This study aims to examine the (a) prevalence of adverse childhood experiences (ACEs) among children in kinship care; (b) relationships between the number and type of ACEs and children’s internalizing and externalizing problems; and (c) moderating role of kinship caregivers’ mental health on the relationships between ACEs and children’s internalizing and externalizing problems. A sample of children in kinship care (N = 224) obtained from the National Survey of Child and Adolescent Well-Being II was used. Ordinary least squares regression models were conducted. Results indicated that neglect followed by parental substance abuse were found to be the most prevalent of the ACEs. Child neglect, sexual and emotional abuse, and parental substance abuse were significantly associated with child internalizing problems, whereas sexual and emotional abuse were significantly associated with child externalizing problems. The total number of ACEs and experiencing three or more ACEs were significantly associated with child externalizing problems. Kinship caregivers’ mental health significantly moderated the relationships between neglect, sexual abuse, and child internalizing problems. Caregiver’s mental health also moderated the relationships between emotional and sexual abuse, neglect, and children’s externalizing problems. Findings suggest the importance of addressing ACEs and the need for mental health services to both kinship caregivers and children in kinship care.
{"title":"The Negative Effects of Adverse Childhood Experiences (ACEs) on Behavioral Problems of Children in Kinship Care: The Protective Role of Kinship Caregivers’ Mental Health","authors":"Yanfeng Xu, Merav Jedwab, Kerry A. Lee, S. Levkoff","doi":"10.1177/10634266221076475","DOIUrl":"https://doi.org/10.1177/10634266221076475","url":null,"abstract":"This study aims to examine the (a) prevalence of adverse childhood experiences (ACEs) among children in kinship care; (b) relationships between the number and type of ACEs and children’s internalizing and externalizing problems; and (c) moderating role of kinship caregivers’ mental health on the relationships between ACEs and children’s internalizing and externalizing problems. A sample of children in kinship care (N = 224) obtained from the National Survey of Child and Adolescent Well-Being II was used. Ordinary least squares regression models were conducted. Results indicated that neglect followed by parental substance abuse were found to be the most prevalent of the ACEs. Child neglect, sexual and emotional abuse, and parental substance abuse were significantly associated with child internalizing problems, whereas sexual and emotional abuse were significantly associated with child externalizing problems. The total number of ACEs and experiencing three or more ACEs were significantly associated with child externalizing problems. Kinship caregivers’ mental health significantly moderated the relationships between neglect, sexual abuse, and child internalizing problems. Caregiver’s mental health also moderated the relationships between emotional and sexual abuse, neglect, and children’s externalizing problems. Findings suggest the importance of addressing ACEs and the need for mental health services to both kinship caregivers and children in kinship care.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"16 1","pages":"41 - 53"},"PeriodicalIF":1.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79222952","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 : 2022-05-12DOI: 10.1177/10634266221088989
James P. Huguley, Dashawna J. Fussell-Ware, S. Mcqueen, Ming-Te Wang, Bianca R. DeBellis
Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced.
{"title":"Completing the Circle: Linkages Between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools","authors":"James P. Huguley, Dashawna J. Fussell-Ware, S. Mcqueen, Ming-Te Wang, Bianca R. DeBellis","doi":"10.1177/10634266221088989","DOIUrl":"https://doi.org/10.1177/10634266221088989","url":null,"abstract":"Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"72 1","pages":"138 - 153"},"PeriodicalIF":1.9,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394081","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 : 2022-04-21DOI: 10.1177/10634266221087990
H. Milner, Laura Fittz, Bryant O. Best, Heather B. Cunningham
Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools—particularly school teachers, leaders, counselors, social workers, and interventionists—develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this article, we synthesize insights from the articles published in the issue with careful attention placed on understanding implications to bolster and cultivate special education research, theory, policy and practice that may advance justice and equity.
{"title":"What if Special Education Could Be Seen as a Site for Justice?","authors":"H. Milner, Laura Fittz, Bryant O. Best, Heather B. Cunningham","doi":"10.1177/10634266221087990","DOIUrl":"https://doi.org/10.1177/10634266221087990","url":null,"abstract":"Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools—particularly school teachers, leaders, counselors, social workers, and interventionists—develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this article, we synthesize insights from the articles published in the issue with careful attention placed on understanding implications to bolster and cultivate special education research, theory, policy and practice that may advance justice and equity.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"45 6 1","pages":"159 - 166"},"PeriodicalIF":1.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89177935","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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