Journal of Emotional and Behavioral Disorders (J EMOT BEHAV DISORD)

Publisher: SAGE Publications

Journal description

Journal of Emotional and Behavioral Disorders offers interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Each issue explores critical and diverse topics such as youth violence, functional assessment, school-wide discipline, mental health services, positive behavior supports, and educational strategies.

Current impact factor: 1.28

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 1.676

Additional details

5-year impact 2.36
Cited half-life 8.90
Immediacy index 0.05
Eigenfactor 0.00
Article influence 0.77
Website Journal of Emotional and Behavioral Disorders website
ISSN 1063-4266
OCLC 55053764
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

SAGE Publications

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors retain copyright
    • Pre-print on any website
    • Author's post-print on author's personal website, departmental website, institutional website or institutional repository
    • On other repositories including PubMed Central after 12 months embargo
    • Publisher copyright and source must be acknowledged
    • Publisher's version/PDF cannot be used
    • Post-print version with changes from referees comments can be used
    • "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification

Publications in this journal

  • Journal of Emotional and Behavioral Disorders 10/2015; DOI:10.1177/1063426615598766

  • Journal of Emotional and Behavioral Disorders 10/2015; DOI:10.1177/1063426615611648

  • Journal of Emotional and Behavioral Disorders 08/2015; DOI:10.1177/1063426615591791

  • Journal of Emotional and Behavioral Disorders 08/2015; DOI:10.1177/1063426615598767
  • [Show abstract] [Hide abstract]
    ABSTRACT: Despite their widespread use as a placement option for youth with mental health problems, there is relatively little research on group homes for youth. Available data highlight concerns with practices and treatment within group homes and mixed results on youth-level outcomes. However, existing research appears to collapse a wide range of group residential settings into a single amorphous category. This article explores potential variations among group homes to examine whether different programs are systematically serving different types of youth. It examines, in particular, placement in homes using the teaching family model (TFM) versus homes that do not. Findings suggest that demographics are not significantly associated with TFM placement. However, custody status, types of mental health problems, and use of psychotropic medications are. Homes appear to be serving distinct niches within a geographic area. Implications for future research and policy/practice are discussed.
    Journal of Emotional and Behavioral Disorders 06/2015; DOI:10.1177/1063426615585082
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    ABSTRACT: This study examined the relation between family functioning and classroom problem behavior of children with emotional and behavioral disorders receiving special educational support. To this end, the Teachers’ Report Form and the Family Questionnaire were completed for 84 children (M age of 9.8 years) 2 times with a time lag of 11 months. Cross-lagged path analyses showed that internalizing and externalizing problem behavior in the classroom were stable over time, just as poor family functioning. Continuity of (a) poor communication, (b) discordant partner relationship, and (c) lack of social support were strongly associated with future total problem behavior in the classroom. Furthermore, parental responsiveness to a child’s needs was associated with lower future total problem behavior. A direct association was also found between externalizing behavior in the classroom and future poor family functioning. Implications of these findings for future research and practice are discussed.
    Journal of Emotional and Behavioral Disorders 05/2015; DOI:10.1177/1063426615587262
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    ABSTRACT: Research has widely documented the over-representation of office disciplinary referrals (ODRs) among specific student groups (e.g., African American, boys). Despite extant research documenting individual-level predictors of ODRs, few studies have accounted for the nested structure of the settings in which these events occur. Guided by critical race theory and social-ecological theory, this study uses multilevel modeling to examine individual- and school-level predictors of student ODRs. Archival data were examined among 1,442 students in a high-poverty urban school district. The majority of students were male (66.4%), African American (56.2%), and in middle school (63.2%). Results revealed that individual-level characteristics significantly predicted student disciplinary referrals even when accounting for school-level variables. Racial/ethnic-minority concentration was positively associated with ODRs for physically aggressive behavior. Finally, results revealed moderation effects, such that schools with lower student-teacher ratios had more ODRs for physically aggressive behavior among students in elementary school grades. Schools with higher student-teacher ratios had more ODRs for insubordination among middle school students. This study illustrates that disproportionality among African American students remains, even when compared with other ethnic-minority groups within a high-poverty urban context, and that school-level factors (e.g., racial/ethnic concentration, student-teacher ratio) are associated with office referral rates. Implications for research and practice are discussed.
    Journal of Emotional and Behavioral Disorders 05/2015; DOI:10.1177/1063426615588289
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    ABSTRACT: This study used an alternating treatments design to compare the effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with emotional and behavioral disorders (EBD) who were struggling readers. The conditions were (a) repeated readings in which participants read three times a passage of 100 or 150 words, (b) non-repeated readings in which participants sequentially read a passage of 100 or 150 words once, and (c) equivalent non-repeated readings in which participants sequentially read a passage of 300 or 450 words, equivalent to the number of words in the repeated readings condition. Also examined were the effects of the three repeated reading practice trials per sessions on reading fluency and errors. Overall, the results showed that with repeated readings, participants had the best outcomes in reading fluency, errors per minute, and correct answers to literal comprehension questions. Under an enhanced phase (i.e., increased reading levels and/or passage length), the positive effects during repeated readings were more demonstrative. During repeated readings, from Practice Trial 1 through Practice Trial 3, all participants improved their reading fluency and reduced their reading errors.
    Journal of Emotional and Behavioral Disorders 04/2015; DOI:10.1177/1063426615574337
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    ABSTRACT: Disagreement between parents and adolescents on the internalizing problems of adolescents poses a threat to diagnoses based on both parent- and adolescent-reported internalizing problems. In this article, we analyze ethnic differences in parent-adolescent agreement on internalizing disorders as reported in a diagnostic interview. A two-phase study design was used. In the first phase, a large sample of adolescents was screened for internalizing disorders using the Youth Self-Report. In the second phase, adolescents from each ethnic group (native Dutch, Surinamese Dutch, Turkish Dutch, Moroccan Dutch) were selected, with half scoring in the borderline/clinical range and half in the normal range. Diagnostic interviews were subsequently conducted with 348 parents and adolescents. Moroccan Dutch parents reported fewer internalizing disorders compared with native Dutch parents. Combining parent and adolescent reports therefore resulted in a lower amount of internalizing disorders among Moroccan Dutch adolescents. Results furthermore showed that (parent- and adolescent-reported) internalizing diagnoses were related to mental health service use in all ethnic groups. Professionals in the field should be sensitive to possible discrepancies between parents and adolescents when diagnosing adolescents’ internalizing disorders, in particular, because underreports of internalizing disorders among parents might contribute to lower levels of mental health service use among adolescents belonging to certain ethnic groups.
    Journal of Emotional and Behavioral Disorders 04/2015; DOI:10.1177/1063426615578174
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    ABSTRACT: This pilot feasibility study provided a preliminary test of a community-partnered intervention that targeted engaging parents and improving parent functioning. This intervention was combined with the Cognitive-Behavioral Intervention for Trauma in Schools (CBITS), allowing for a comparison of the CBITS-as-usual (CBITS) with the CBITS-plus-family treatment component (CBITS + Family). This study used a quasi-experimental design, capitalizing on ongoing CBITS implementation within a school system. A total of 19 parent–student dyads participated in CBITS groups and 21 parent–student dyads participated in CBITS + Family groups. Parents and students under both conditions completed pre- and posttreatment measures. Participants were from low-income, predominantly Latino families. Children were 59% female with an average age of 11.83 years. Parents who received the family treatment component reported higher satisfaction and attended a greater proportion of sessions than parents who received CBITS. In addition, parents who received the family treatment component reported improvements in primary control coping, secondary control coping, family loyalty and closeness, as well as decreases in involuntary engagement and family passive appraisal. Parents who received the family component also showed more warmth, monitoring, and less inconsistency at post-intervention. Results suggest that the family component may contribute to improved parent functioning that could benefit children in the long term.
    Journal of Emotional and Behavioral Disorders 03/2015; 23(1):28-39. DOI:10.1177/1063426613503497
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    ABSTRACT: Check, Connect, and Expect (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated “coach” for check-in and check-out procedures, and social skills instruction. Elementary students (n = 22) in an alternative education school setting received CCE for 13 weeks following 4 weeks of baseline data collection. Measures included (a) daily progress reports (DPR), (b) direct observation of academic engagement, and (c) curriculum-based measures of academic growth (math calculation and oral reading fluency). These measures were used to examine the relationship between CCE and student outcomes using an interrupted time series design and multilevel growth curve modeling. This quasi-experimental within-subjects design compared the slopes and intercepts of baseline student data with intervention student data. Results demonstrate that students displayed statistically significant improvement on DPRs at the onset of CCE and demonstrated positive behavioral growth during CCE. There was also a statistically significant improvement of academic engagement at the onset of CCE. There was no statistically significant change in academic performance. A description of potential moderating variables, future research directions, and practical significance is presented.
    Journal of Emotional and Behavioral Disorders 03/2015; DOI:10.1177/1063426615573262
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    ABSTRACT: Mental health research demonstrates that children with conduct problems (CP) and callous-unemotional (CU) traits differ in important ways from children with CP alone, including differences in primary caregiver attachment quality. This research suggests CU may also influence the quality of attachment between children with CP and their teachers. This study compared children with CP alone (CP), CU alone (CU), both CP and CU (CPCU), and neither CP nor CU (comparison) on measures of the student-teacher relationship (STR). Participants were 1,554 students from seven elementary schools. Teachers completed ratings of STR, behavior (CP, CU, attention-deficit/hyperactivity disorder [ADHD]), and impairment approximately 4 to 6 weeks after the start of the school year, and again 4 to 6 weeks before the school year’s end. Random intercept hierarchical linear models (HLMs) showed that (a) children with CPCU had the highest conflict and lowest closeness with teachers at the start of the school year and the greatest end-of- year impairment, (b) higher conflict and lower closeness with teachers at the school year’s start were associated with greater end-of-the-year impairment, (c) there was no interaction between group (CP, CU, CPCU, or comparison) and STR in predicting end-of-the-year outcomes, and (d) ADHD was robustly associated with end-of-the-year impairment.
    Journal of Emotional and Behavioral Disorders 03/2015; DOI:10.1177/1063426615569533

  • Journal of Emotional and Behavioral Disorders 08/2014;