 Subjects -> PSYCHOLOGY (Total: 983 journals)
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- Academic and Behavioral Strategies in Inclusive Settings for Students With
EBD: A Meta Analysis-
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Authors: Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press
Abstract: Behavioral Disorders, Ahead of Print.
More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed.
Citation: Behavioral Disorders
PubDate: 2024-07-31T05:42:35Z
DOI: 10.1177/01987429241261382
- A Synthesis of Academic Interventions for High School Students With
Behavioral and Learning Difficulties-
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Authors: S. Blair Payne, Na Young Yoon
Abstract: Behavioral Disorders, Ahead of Print.
Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.
Citation: Behavioral Disorders
PubDate: 2024-07-24T12:52:54Z
DOI: 10.1177/01987429241261969
- Exploring Facilitator and Student Conversations Within Check-In/Check-Out
Intervention: A Systematic Review With Links to Trauma-Informed
Conversations-
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Authors: Aimee J. Hackney, Sara Sanders, Kristine Jolivette, Nicole C. Swoszowski, Robin P. Ennis
Abstract: Behavioral Disorders, Ahead of Print.
The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention and where the same adult served as CICO facilitator in both the check-in and check-out conversations were included. The PRISMA search protocols were followed to identify 36 studies meeting inclusion criteria. Each of the 36 included studies was analyzed to identify study characteristics and settings, intervention adaptations, CICO facilitator nomination and training, and method for selecting daily goals. Micro-coding was used to analyze consistent features and trauma-informed aspects of check-in and check-out conversations across studies. After analyses, findings included lack of specificity on facilitator conversation aspects and no consensus of what such conversations should look like. Future directions for researchers are provided including strengthening CICO conversations to include trauma-informed and relationship-building practices to address specificity and quality of the conversations.
Citation: Behavioral Disorders
PubDate: 2024-06-06T09:28:00Z
DOI: 10.1177/01987429241256319
- A Review of Measurement Characteristics Within Single-Case Designs in
Special Education-
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Authors: Olivia Enders, Seth A. King, Brendon Nylen, Lanqi Wang, Oluwatosin Opeoluwa
Abstract: Behavioral Disorders, Ahead of Print.
Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.
Citation: Behavioral Disorders
PubDate: 2024-05-29T06:13:00Z
DOI: 10.1177/01987429241249141
- Comparison of the What Works Clearinghouse Standards for Single-Case
Research: Applications for Systematic Reviews-
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Authors: Catharine Lory, Emily Gregori
Abstract: Behavioral Disorders, Ahead of Print.
Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different evaluation outcomes. To examine potential differences, we applied version 4.1 and 5.0 of the standards to a sample database of SCER addressing the challenging behavior of students with autism in general education settings. Systematic search, screening, and review procedures resulted in a total of 20 articles included for this review. Findings indicated a 27% change in overall ratings across the studies, with version 5.0 leading to lower ratings than version 4.1, due to factors such as a lack of assessment of procedural fidelity, therapeutic baseline trends, and insufficient data points in the first baseline phase. We discuss implications for research based on our findings and recommend future directions for SCER in the field of special education.
Citation: Behavioral Disorders
PubDate: 2024-03-28T10:26:25Z
DOI: 10.1177/01987429241237712
- Teacher Experiences of Restraint Events and School District Policies on
the Use of Restraint with Children With Disabilities-
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Authors: Allie M. Cramer, Lucy Barnard-Brak, Laci Watkins, Megan P. Fedewa
Abstract: Behavioral Disorders, Ahead of Print.
Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.
Citation: Behavioral Disorders
PubDate: 2024-03-20T04:25:13Z
DOI: 10.1177/01987429241237722
- Validating the Teacher Version of Pediatric Symptom Checklist–17 in
Chinese Elementary Schools-
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Authors: Jin Liu, Ruyi Ding, Tuo Liu, Wei He, Yu Bao, Ruiqin Gao, Sarah K. Hood
Abstract: Behavioral Disorders, Ahead of Print.
Before adopting a scale for a new culture, researchers should conduct systematic translation procedures and evaluations to ensure its psychometric quality. The Pediatric Symptom Checklist–17 (PSC-17) is a brief and valid scale developed by American researchers to evaluate children’s emotional, attentional, and behavioral problems. This study aimed to adapt the PSC-17 to a Chinese version for use in elementary school settings. In this process, 74 teachers rated 666 students using the PSC-17. These students were also assessed using the Strengths and Difficulties Questionnaire (SDQ) and additional questions (e.g., teachers’ referral status and demographic information). The scale was successfully translated into simplified Chinese using a standard procedure. Factor analysis supported a general factor model for the PSC-17. Furthermore, decent criterion validity and internal consistency were verified. Finally, a cut-off score of 17 was established, slightly higher than the original cut-off score of 15. We concluded that the PSC-17 is a high-quality screening tool in Chinese elementary schools. The findings are particularly relevant to researchers investigating children’s emotional, attentional, and behavioral development within the Chinese cultural context.
Citation: Behavioral Disorders
PubDate: 2024-02-21T12:45:27Z
DOI: 10.1177/01987429241228506
- Paraprofessionals’ Implementation of Constant Time Delay Procedures With
Elementary Students With High-Intensity Behavioral Support Needs-
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Authors: Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young, Katherine N. Peeples
Abstract: Behavioral Disorders, Ahead of Print.
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research.
Citation: Behavioral Disorders
PubDate: 2024-02-19T05:13:30Z
DOI: 10.1177/01987429241231793
- Knowledge, Application, and Self-Efficacy in Implementing Behavior
Management Strategies: A Brief Report on Preliminary Findings From
Secondary Data-
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Authors: Stacy N. McGuire, Yan Xia, Hedda Meadan
Abstract: Behavioral Disorders, Ahead of Print.
Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing behaviors. There is little understanding as to the differences in elementary general education teachers’ knowledge, application, and self-efficacy in applying evidence-based behavior management strategies between preservice teachers, first-year teachers, second-year teachers, and third-year teachers. The purpose of this preliminary secondary data analysis was to examine differences in elementary general education teacher knowledge, application, and self-efficacy in evidence-based behavior management strategies from preservice to induction phase teaching. Results indicated third-year teachers had significantly less behavior management knowledge than preservice teachers. All other results were nonsignificant; however, there were practical differences when comparing the four groups on the knowledge and application measures. Implications for findings indicate the need for induction programs to focus on evidence-based behavior management strategies to support the development of behavior management for induction phase elementary education teachers as they progress through their first 3 years of teaching.
Citation: Behavioral Disorders
PubDate: 2024-02-13T08:42:07Z
DOI: 10.1177/01987429241228505
- Evaluating the Clinical Utility of the MAYSI-2 Among African American Male
Juvenile Offenders-
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Authors: Brittany LaBelle, Joseph Calvin Gagnon, Diana Joyce-Beaulieu, Jodi Lane, Nicholas Gage, John Kranzler, David E. Houchins, Holly B. Lane, Erica D. McCray, Richard G. Lambert, Shelbretta Ball
Abstract: Behavioral Disorders, Ahead of Print.
This study examined the clinical utility of the Massachusetts Youth Screening Instrument-Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13–17 years that were adjudicated delinquent from a Southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have mental illnesses on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth that have mental disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth that have mental disorder. Additional results and implications for research and practice are provided.
Citation: Behavioral Disorders
PubDate: 2024-02-10T08:50:15Z
DOI: 10.1177/01987429241229045
- High-Probability Request Sequence to Increase Compliance of Children With
Autism Spectrum Disorder: A Meta-Analysis-
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Authors: Kubra Sayar, Emrah Gulboy, Serife Yucesoy-Ozkan, Muhammet Sait Baran
Abstract: Behavioral Disorders, Ahead of Print.
Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the presentation of two-to-five easy or known tasks with a high probability of compliance immediately before requesting tasks with a low probability of compliance. The purpose of the current meta-analysis was to review the literature in the last 40 years on high-p request sequences as an intervention to improve compliance in children with autism spectrum disorder (ASD). Specifically, we examined the methodological rigor of the high-p single-case research for students with autism, identified the descriptive characteristics of these studies, and estimated treatment effects with Tau-U to determine whether HPRS is an evidence-based practice (EBP) for increasing compliance in children with ASD. Our results showed that HPRS is a very effective practice in increasing compliance in children with ASD (Tau-U = .87) and a promising EBP for improving compliance in children with ASD. Implications for future research and practice are discussed.
Citation: Behavioral Disorders
PubDate: 2024-02-05T08:18:15Z
DOI: 10.1177/01987429231224044
- The Relation Between Classroom Adversity and Students’ Problem Behavior
as a Function of Teachers’ Emotional Support-
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Authors: Kristen L. Granger, Jason C. Chow, Leigh McLean, Natalie Vallarta, Emma Dear, Kevin S. Sutherland
Abstract: Behavioral Disorders, Ahead of Print.
The purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers’ reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students’ problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers’ reports of students’ problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice.
Citation: Behavioral Disorders
PubDate: 2024-02-05T08:12:18Z
DOI: 10.1177/01987429231221498
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