Pub Date : 2022-01-29DOI: 10.1177/10634266211068892
Thomas W. Farmer, Zewelanji N. Serpell, LaRon A. Scott, Shana E. DeVlieger, Debbie S. Brooks, Jill V. Hamm
In this introduction to the special series, we examine the emotional and behavioral difficulties of youth of color from a dynamic developmental, ecological systems perspective. Building on the concepts of the child-in-context, correlated constraints, systemic oppression, and the malleability of maladaptive patterns, we argue that current research approaches and intervention frameworks (e.g., Multitiered Systems of Support, Positive Behavioral Interventions and Support) are centered on the experiences and circumstances of youth from majority backgrounds. This creates a context in which the emotional and behavioral difficulties of youth of color reflect a continuum of services casualty in which routine daily supports, interventions, and services are not aligned with their developmental needs and their corresponding pathways to success. There is a need to establish a targeted-universalism approach in which interventions and supports are centered on the daily functioning and adaptation of underrepresented groups. We discuss how a tiered system of adaptive supports may be designed and implemented to address this need.
{"title":"The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism","authors":"Thomas W. Farmer, Zewelanji N. Serpell, LaRon A. Scott, Shana E. DeVlieger, Debbie S. Brooks, Jill V. Hamm","doi":"10.1177/10634266211068892","DOIUrl":"https://doi.org/10.1177/10634266211068892","url":null,"abstract":"In this introduction to the special series, we examine the emotional and behavioral difficulties of youth of color from a dynamic developmental, ecological systems perspective. Building on the concepts of the child-in-context, correlated constraints, systemic oppression, and the malleability of maladaptive patterns, we argue that current research approaches and intervention frameworks (e.g., Multitiered Systems of Support, Positive Behavioral Interventions and Support) are centered on the experiences and circumstances of youth from majority backgrounds. This creates a context in which the emotional and behavioral difficulties of youth of color reflect a continuum of services casualty in which routine daily supports, interventions, and services are not aligned with their developmental needs and their corresponding pathways to success. There is a need to establish a targeted-universalism approach in which interventions and supports are centered on the daily functioning and adaptation of underrepresented groups. We discuss how a tiered system of adaptive supports may be designed and implemented to address this need.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"71 1","pages":"71 - 85"},"PeriodicalIF":1.9,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91199980","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 : 2022-01-07DOI: 10.1177/10634266211051405
C. M. Hall, K. Bierman, Linda N. Jacobson
A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, M age = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.
{"title":"Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School","authors":"C. M. Hall, K. Bierman, Linda N. Jacobson","doi":"10.1177/10634266211051405","DOIUrl":"https://doi.org/10.1177/10634266211051405","url":null,"abstract":"A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, M age = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"61 1","pages":"260 - 272"},"PeriodicalIF":1.9,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85762129","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}
{"title":"Literature Reviews of Trends and Contents of Experimental Research on Positive Behavior Support for Students with Disabilities","authors":"J. Jo","doi":"10.33770/jebd.37.4.12","DOIUrl":"https://doi.org/10.33770/jebd.37.4.12","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"153 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79678551","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}
{"title":"A Structural Relationship Analysis of Grit, Cooperation, Academic helplessness and Satisfaction with Life by Adolescents","authors":"E. Ma, Choonkyung Kim","doi":"10.33770/jebd.37.4.3","DOIUrl":"https://doi.org/10.33770/jebd.37.4.3","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88728168","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}
{"title":"A Study on Cognitive, Emotional and Behavioral Characteristics of Institutionalized Children: Focusing on the Relevance of KPI-C, Intelligent Test, CCTT, STROOP, BGT","authors":"Bo Reum Jeong, Y. Kim, Seong Ok Park","doi":"10.33770/jebd.37.4.1","DOIUrl":"https://doi.org/10.33770/jebd.37.4.1","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"34 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77551522","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}
{"title":"Mediating Effects of Grit and Academic Engagement on the Relationship between Middle School Students' Microsystem Variables and Academic Achievement","authors":"Hye-Geum Lee, Sugyun Seo","doi":"10.33770/jebd.37.4.11","DOIUrl":"https://doi.org/10.33770/jebd.37.4.11","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83949966","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}
{"title":"Mediated Effect of Coping Strategy of Job Stress in Relations Between Grit and Burnout of Infant Teachers","authors":"S. H. Kim, E. Park, Seong-moon Cheon","doi":"10.33770/jebd.37.4.10","DOIUrl":"https://doi.org/10.33770/jebd.37.4.10","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"167 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89613919","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}
{"title":"A Narrative Exploration of The Art Therapy Experience of Alternative in Adolescents Schools","authors":"In Joo Seok, G. Kim","doi":"10.33770/jebd.37.4.7","DOIUrl":"https://doi.org/10.33770/jebd.37.4.7","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"36 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85103752","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}
{"title":"A Review on the Types of Generalization and the Definition for Each Type of Generalization in Applied Behavior Analysis","authors":"Seung Hee Lee","doi":"10.33770/jebd.37.4.13","DOIUrl":"https://doi.org/10.33770/jebd.37.4.13","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"110 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76371762","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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