Evluation of the Homework Problem Checklist with Students with Behavior Disorders

In response to the call for educational reform, educators are beginning to review their programs and implement new instructional strategies such as homework programs to enhance the academic performance of students. Naturally, reliable and valid assessment instruments will be needed to identify students experiencing homework difficulties. The purpose of this study was to determine the inter-rater reliability and internal consistency of the Homework Problem Checklist (HPC) (Anesko, Schoiock, Ramirez, & Levine. 1987) for use with students with behavior disorders (BD). Fifty-one pairs of teachers and parents of students with BD completed the rating scale describing students' homework problems. The HPC demonstrated low to moderate levels of inter-rater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings.     

Relations Between Instructional Practices and On-Task Behavior in Classrooms Serving American Indian Students

Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K–8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and praise, decreasing reprimands, and ultimately enhancing on-task behavior in an urban classrooms serving primarily American Indian youth.     

A Systematic Review of Student-Mediated Math Interventions for Students with Emotional or Behavior Disorders

Journal of Behavioral Education - Students identified with emotional or behavioral disorders (EBD) display deficits across academic content areas, most notably in mathematics. We reviewed research...     

Comparisons of Performance on Academic Probes by Students with Mild Retardation,Learning Disabilities and Behavior Disorders

The assumptions of cross-categorical special education have rarely been subjected to empirical review. Therefore, the purpose of this investigation was to evaluate academic functioning, as measured by spelling and arithmetic performances, of students identified as mildly retarded, learning disabled, and behavior disordered. Significant differences between students with mild retardation and one or both of the latter two groups of students were found in five of the six academic measures that were used. Implications for cross-categorical programming are discussed within the context of overall curricular needs of students with mild handicaps.     

Inclusion and Students with Emotional/Behavioral Disorders

Summary

This article presents a point/counterpoint approach to the issue of full inclusion of all students with emotional/behavioral disorders. To set the stage for the discussion that follows, the academic, social, and behavioral characteristics of these students pertinent to classroom performance are reviewed. The pros and cons of these four issues are then presented: (a) appropriateness of the general education curriculum for students with EBD; (b) social acceptance and other social competence issues; (c) mental health interventions and supports in general education settings; and (d) legality of full inclusion. Under the legality issue, case law on full inclusion pertaining to students with EBD is briefly reviewed. The basic premise of the authors who are full inclusion opponents is that a continuum of placements, including full-time placement in general education classrooms, should be preserved so that decisions about appropriate settings can be made on an individual basis. The basic premise of the author who is a full inclusion proponent is that, rather than maintaining two separate systems, we should direct our energies toward correcting the inadequacies of the general education classroom for the benefit of all students, including those with EBD.     

Using the Good Behavior Game with High School Special Education Students: Comparing Student- and Teacher-Selected Reinforcers

The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student-selected rewards versus teacher-selected rewards. A multielement withdrawal (A/[B?+?C]/A/[B?+?C]) design was used in the classroom to monitor behavior and compare the reward topography. Results suggested that the GBG decreased the frequency of disruptive behavior in both teams; however, there were no notable differences across reward type for either team. Effect sizes were reported using nonoverlap of all pairs. Nonoverlap of all pairs scores indicated moderate-to-large effects for the GBG, but small effects for reward topographies. Limitations and future directions are also discussed.     

微生物与行为和精神疾病

病原微生物能够影响宿主的大脑和行为, 甚至诱发精神疾患。肠道细菌可影响小鼠的神经系统发育和行为模式的发展。慢性胃肠病、慢性疲劳综合征等生理疾病中的行为改变与微生物有关; 肝性脑病、多发性硬化等中枢神经系统生理疾病也可能由微生态改变引起; 抑郁症、孤独症等精神疾病与肠道细菌状态和比例有关; 卫生假说支持上述观点。建立良好的共生微生物平衡有利于人类身心健康。可以预期, 共生微生物与身心健康的关系将是今后心理学研究的关注热点。     

中国学生核心素养研究

核心素养是学生在接受相应学段的教育过程中,逐步形成的适应个人终身发展和社会发展需要的必备品格和关键能力。研制中国学生发展核心素养有助于深入回答教育要"培养什么人、怎样培养人"这一重大问题。通过核心素养的教育政策研究、国际比较研究、传统文化分析、课标分析以及实证调查等支撑性研究,我们建构了三大领域六个指标的中国学生核心素养体系总框架。     

Providing Ongoing Skill Development and Support for Educators and Parents of Students with Emotional and Behavioral Disabilities

Target six of the national agenda to improve outcomes for students with or at risk of emotional disturbance is reviewed. Having discussed this target with multiple stakeholders, the authors present four underlying themes that support ongoing skill development of providers and parents alike. These include building capacity of providers, decreasing isolation of school staff, gaining commitment of all school staff to support students with challenging behavior, and including parents and family members in staff development activities. The four underlying themes are discussed and recommendations given for ensuring ongoing skill development and support in education.     

Anger Management Effects on Middle School Students with Emotional/Behavioral Disorders: Anger Log Use,Aggressive and Prosocial Behavior

ABSTRACT

This study examined the impact of a classroom-based, 10-week, cognitive-behavioral, anger management program plus booster sessions on middle school students with emotional disorders attending a therapeutic day school. Forty-five students were in the study; 20 received the program. The program group completed significantly more anger logs compared to the nonprogram group in both program and follow-up periods. Program students were observed to exhibit significantly more prosocial behaviors toward their teachers and showed a trend toward exhibiting fewer negative behaviors toward peers than nonprogram students at the end of the program. Program students also showed a trend toward fewer aggressive incidents than their nonprogram peers during follow-up. Findings may suggest mechanisms of change in anger management.     

Prenatal testosterone and preschool Disruptive Behavior Disorders

Disruptive Behavior Disorders (DBD), including Oppositional-Defiant Disorder (ODD) and Attention-Deficit/Hyperactivity Disorder (ADHD), are fairly common and highly impairing childhood behavior disorders that can be diagnosed as early as preschool. Prenatal exposure to testosterone may be particularly relevant to these early-emerging DBDs that exhibit a sex-biased prevalence rate favoring males. The current study examined associations between preschool DBD symptom domains and prenatal exposure to testosterone measured indirectly via right 2D:4D finger-length ratios. The study sample consisted of 109 preschool-age children between ages 3 and 6 (64% males; 72% with DBD) and their primary caregivers. Primary caregivers completed a semi-structured interview (i.e., Kiddie Disruptive Behavior Disorder Schedule), as well as symptom questionnaires (i.e., Disruptive Behavior Rating Scale, Peer Conflict Scale); teachers and/or daycare providers completed symptom questionnaires and children provided measures of prenatal testosterone exposure, measured indirectly via finger-length ratios (i.e., right 2D:4D). Study results indicated a significant association of high prenatal testosterone (i.e., smaller right 2D:4D) with high hyperactive–impulsive ADHD symptoms in girls but not boys, suggesting that the effect may be driven by, or might only exist in, girls. The present study suggests that prenatal exposure to testosterone may increase risk for early ADHD, particularly hyperactivity–impulsivity, in preschool girls.