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Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Himawan, Lina K.; Mixon, Clifton S.; Egan, Theresa E. – Journal of Emotional and Behavioral Disorders, 2020
In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers' appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48…
Descriptors: Classroom Techniques, Intervention, Student Behavior, Consultation Programs
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Mulvey, Kelly Lynn; McMillian, Lauren; Irvin, Matthew J.; Carlson, Ryan G. – Journal of Emotional and Behavioral Disorders, 2020
Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children's cognition regarding bullying and exclusion of youth with disabilities.…
Descriptors: Bullying, Social Isolation, Social Cognition, Students with Disabilities
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Bruhn, Allison L.; Rila, Ashley; Mahatmya, Duhita; Estrapala, Sara; Hendrix, Nicole – Journal of Emotional and Behavioral Disorders, 2020
Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students' responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
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Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Journal of Emotional and Behavioral Disorders, 2020
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…
Descriptors: Behavior Problems, Intervention, Accountability, Elementary School Teachers
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Lewis, Ericka M.; Hooley, Cole; Feely, Megan; Lanier, Paul; Korff, Suzanne J.; Kohl, Patricia L. – Journal of Emotional and Behavioral Disorders, 2020
Evidence-based behavioral parent training (BPT) programs are the most effective way to address children's behavior disorders and participant engagement is essential to achieving positive treatment outcomes. However, there is limited understanding of the factors that contribute to engagement, particularly for at-risk families. This qualitative…
Descriptors: Child Welfare, Evidence Based Practice, Intervention, Behavior Disorders
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Blake, Jamilia J.; Smith, Danielle M.; Unni, Asha; Marchbanks, Miner P.; Wood, Steve; Eason, John M. – Journal of Emotional and Behavioral Disorders, 2020
African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines…
Descriptors: African American Students, Hispanic American Students, White Students, Racial Bias
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Cosgrove, John A.; Lee, Bethany R.; Unick, George J. – Journal of Emotional and Behavioral Disorders, 2020
Wraparound is a care coordination model that has shown effectiveness for serving children and youth with significant emotional and behavioral health needs and their families. The current study evaluates a statewide wraparound demonstration with the goals of reducing the use of residential care and increasing access to outpatient mental health…
Descriptors: Mental Disorders, Health Services, Access to Health Care, At Risk Persons
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Barbarin, Oscar; Hitti, Aline; Brown, Jeffrey – Journal of Emotional and Behavioral Disorders, 2020
Discerning the seriousness of socioemotional symptoms in young children can be difficult. To address this issue, the Attention, Behavior, Language, and Emotions (ABLE) universal behavioral health screener uses a rubric for severity that includes indicators of problem duration, impairment, generalizability, exacerbation, persistence, peer…
Descriptors: Symptoms (Individual Disorders), Severity (of Disability), Preschool Children, Self Control
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Chen, Chin-Chih; Farmer, Thomas W.; Hamm, Jill V.; Brooks, Debbie S.; Lee, David; Norwalk, Kate; Lambert, Kerrylin; Dawes, Molly; Sterrett, Brittany; Rizzo, Karen – Journal of Emotional and Behavioral Disorders, 2020
Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students' academic competence, externalizing and internalizing behavior, popularity,…
Descriptors: Students with Disabilities, Middle School Students, Interpersonal Competence, Grade 6
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Garbacz, S. Andrew; McIntyre, Laura Lee; Stormshak, Elizabeth A.; Kosty, Derek B. – Journal of Emotional and Behavioral Disorders, 2020
This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children's emotional and behavior problems in first and second grade. Children's emotional and behavior needs and the receipt of special services in school at pretest were examined as…
Descriptors: Program Effectiveness, Kindergarten, Student Behavior, Emotional Problems
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Herschell, Amy D.; Quetsch, Lauren B.; Kolko, David J. – Journal of Emotional and Behavioral Disorders, 2020
Traditionally, treatment adherence has been measured in outcome studies by highly trained, independent raters who code audio- or video-taped treatment sessions to understand therapists' adherence to preestablished treatment session components. Unfortunately, this method of assessing treatment adherence is time-, labor-, and cost-intensive, and…
Descriptors: Fidelity, Therapy, Allied Health Personnel, Observation
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Winters, Rebecca R.; Blake, Jamilia J.; Chen, Siqi – Journal of Emotional and Behavioral Disorders, 2020
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at a higher risk of experiencing bully victimization compared with peers with and without disabilities. Yet the association between ADHD subtypes and bully victimization is not well understood. The current study examines which set of behaviors related to ADHD subtypes is influential…
Descriptors: Bullying, Victims, Children, Attention Deficit Hyperactivity Disorder
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Bichay-Awadalla, Krystal; Qi, Cathy Huaqing; Bulotsky-Shearer, Rebecca J.; Carta, Judith J. – Journal of Emotional and Behavioral Disorders, 2020
The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the "Preschool Language Scale-5," and teachers completed the "Child Behavior…
Descriptors: Language Skills, Low Income Groups, Receptive Language, Expressive Language
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Taylor, Gregory G.; Smith, Stephen W. – Journal of Emotional and Behavioral Disorders, 2019
Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence,…
Descriptors: Verbal Communication, Aggression, Behavior Problems, Teacher Attitudes
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Koenen, Anne-Katrien; Vervoort, Eleonora; Kelchtermans, Geert; Verschueren, Karine; Spilt, Jantine L. – Journal of Emotional and Behavioral Disorders, 2019
To understand and support teacher-student interactions, there is a need for research on teachers' daily emotions in interactions with students. Therefore, this study investigated the development of teachers' negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71…
Descriptors: Teacher Student Relationship, Special Education, Psychological Patterns, Emotional Disturbances
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