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

Publisher: SAGE Publications

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.

  • Impact factor
    1.28
  • 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 cannot archive a post-print version
  • Restrictions
    • 12 months embargo
  • Conditions
    • On author website, repository and PubMed Central
    • On author's personal web site
    • 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
    • If funding agency rules apply, authors may use SAGE open to comply
  • Classification
    ​ yellow

Publications in this journal

  • Journal of Emotional and Behavioral Disorders 08/2014;
  • Journal of Emotional and Behavioral Disorders 01/2014;
  • Journal of Emotional and Behavioral Disorders 01/2014;
  • Journal of Emotional and Behavioral Disorders 01/2014; 22(1):53-64.
  • [Show abstract] [Hide abstract]
    ABSTRACT: High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.
    Journal of Emotional and Behavioral Disorders 09/2013; 21(3):163-175.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Lower socioeconomic status (SES) is widely accepted to have deleterious effects on the well-being and development of children and adolescents. However, rigorous meta-analytic methods have not been applied to determine the degree to which SES supports or limits children’s and adolescents behavioural, cognitive and language development. While SES is largely determined by combinations of variables such as parental education level, marital status, and income, SES may also interact with other variables mediating or moderating the influence of SES on children’s behavior and cognitive development. Thus, the objective of this study was to conduct a meta-analysis of research on the relationship between composite measures of SES and developmental outcomes for children and adolescents between the ages of birth to 19 years of age. The results revealed very small to small, but significant effects of SES on aspects of the three outcome variables of literacy and language, aggression, and internalizing behaviours including depression. Many other factors come in to play that may better explain the small, but significant relationship between SES and development. Given the small observed associations, policy makers and programmers may focus interventions on family and community factors that contribute to child and adolescent developmental outcomes across the socioeconomic spectrum.
    Journal of Emotional and Behavioral Disorders 09/2013; 21(3):211-224.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In addition to complex behavioral and emotional issues, youth presenting to residential care tend to have higher rates of physical health conditions than those in the general population. Although a strong body of research has found a relationship between physical and mental health, the influence of health status on youth residential care outcomes has not been explored. This study examined the impact of poor physical health on mental health treatment outcomes in a sample of 1,735 youth entering residential care from 2000 to 2010. At intake, youth received medical evaluations identifying physical health conditions, medication prescriptions, and anthropometric measurements. Residential care outcomes were measured by changes in 1-year National Institute of Mental Health (NIMH) Diagnostic Interview Schedule for Children–IV mental health diagnoses and discharge setting. Rates of school dropout and placement stability were also examined 6 months after discharge. Results suggest that factors related to poor physical health, specifically nonpsychotropic medication prescriptions, are associated with suboptimal mental health outcomes at 1 year, discharge, and follow-up from residential care. These findings indicate that physical health issues adversely impact residential care outcomes, suggesting these youth may require specialized services, such as integrated treatment planning, to achieve optimal treatment outcomes.
    Journal of Emotional and Behavioral Disorders 07/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Youth in residential treatment settings often present with a complex combination of mental and physical health problems. Despite an emerging literature documenting significant associations between mental health and physical health, the relationship between these two areas of functioning has not been systematically examined in youth presenting to residential treatment. This study examines the association between youth psychopathology and physical health problems in a sample of 606 youth entering a large residential treatment program between 2003 and 2010. As a part of the intake process, youth psychopathology symptoms were assessed using the parent-report form of the Child Behavior Checklist, and youth physical health problems were assessed in a medical evaluation by a licensed child health professional. Results indicated that higher levels of youth psychopathology, particularly internalizing problems, were associated with greater risk for physical health problems and more prescription medications. Psychopathology comorbidity was also associated with physical health problems. These findings suggest an interplay between physical and mental health among youth entering residential treatment, highlighting the need for integrated assessment and intervention services that address psychological and medical needs within this population.
    Journal of Emotional and Behavioral Disorders 06/2013; 21(2):150-160.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study reports findings from a validation study of the Student Risk Screening Scale for use with 9th- through 12th-grade students (N = 1854) attending a rural fringe school. Results indicated high internal consistency, test-retest stability, and inter-rater reliability. Predictive validity was established across two academic years, with Spring Student Risk Screening Scale (SRSS) scores differentiating students with low-, moderate-, and high-risk status on office discipline referrals, grade point averages, and course failures during the following academic year. Teacher ratings evaluating students’ performance later in the instructional day were more predictive than teacher ratings evaluating students’ performance earlier in the instructional day. Educational implications, limitations, and future research directions are presented.
    Journal of Emotional and Behavioral Disorders 06/2013; 21(2):97-115.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this paper is to share descriptive data about Office Discipline Referrals (ODRs) in a sample of 112 high schools that used the School-wide Information System (SWIS) database to collect discipline data during the 2005-2006 academic year. The findings were that tardies, defiance/disrespect and skip/truancy were the most common types of ODRs generated at the high school level. Those in the freshman class were the most likely of all students to receive an ODR, and the majority of those students who generated multiple referrals requiring intensive behavior supports (e.g., 6 or more ODRs), did so by mid-winter of the academic year.
    Journal of Emotional and Behavioral Disorders 06/2013; 21(2):138-149.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Disciplinary exclusion practices are on the rise nationally, as are concerns about their disproportionate use and lack of effectiveness. This study used data from the Special Education Elementary Longitudinal Study to examine patterns and predictors of disciplinary exclusion over time. Students with emotional/behavioral disorders were most likely to be excluded and be excluded multiple times, followed by students with attention deficit-hyperactivity disorder and students with learning disabilities. For all student groups, being excluded in the first wave was a strong predictor of being excluded at later points in time. Student gender (male students) and ethnicity (African American students) were associated with a greater probability of exclusion over time. Students with higher social skills, as reported by teachers, had a lower probability of being excluded over time. Implications for practice, policy, and future research are discussed.
    Journal of Emotional and Behavioral Disorders 06/2013; 21(2):83-96.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Early identification of behavioral and emotional risk has been identified as one strategy to help decrease rates of childhood behavioral and emotional problems. This study compares two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students. A sample of 849 elementary and middle school students was assessed on a number of behavioral and academic outcomes to determine differences among identification methods. Results indicate that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades. Both approaches identified more males than females. Although students identified as at risk by both methods had significantly more office discipline referrals, and lower study habits and cooperation grades than students not identified as at risk, there were no significant differences in these variables between the early identification methods. Implications and future research needs are discussed.
    Journal of Emotional and Behavioral Disorders 06/2013; 21(2):127-137.

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