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

2016 Impact Factor Available summer 2017
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
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different “hidden profiles” case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a manifestation of the disability and the other case study was constructed to support a conclusion that the behavior of concern was a manifestation of the disability. To fully understand the student and behavior of concern, team members were required to actively share and discuss all of the relevant information they possessed. Both the teams working with profiles supporting the manifestation of the disability reached that conclusion; however, the two teams working with profiles that supported a non-manifestation of disability conclusion reached different conclusions, one declaring the behavior to be a non-manifestation and the other declaring it to be a manifestation of the disability. Overall, participants found the manifestation determination process to be an effective way to discuss student behavior, but special and general educators approached the determination process differently. Discussion of the manifestation determination review (MDR) process is presented along with implications for practice, limitations, and future research.
    No preview · Article · Feb 2016 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: This exploratory longitudinal study examined behavioral outcomes and parenting stress among families with children adopted from foster care, taking into account environmental and biological risk factors. Child internalizing and externalizing problems and parenting stress were assessed in 82 adopted children and their families at 2 months post-placement, 12 months post-placement, and then yearly until 5 years post-placement. A history of abuse/neglect predicted significantly higher externalizing and internalizing problems at a borderline level of statistical significance. In the initial stages after placement, externalizing problems were significantly higher among children who were 4 years or older at placement versus those who were younger than 4, although differences were no longer significant 5 years post-placement. Statistical trends in parenting stress reflected reduced stress in the first 12 months followed by a plateau for parents who adopted older children and greater stress for parents who adopted younger children. Familiar limitations for observational cohort data apply. Nonetheless, the availability of longitudinal follow-up on a sizable sample of children adopted from foster care adds insight to the psychological dynamics for adoptive families and suggests that families of children adopted from the foster care system may have unique needs for ongoing support around behavioral issues.
    No preview · Article · Jan 2016 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior (i.e., when less intensive supports have proven ineffective), rather than waiting until problem behavior becomes more severe. In the present pilot study, a 6-hr comprehensive training package was used to train elementary- and middle school professionals to conduct “basic” (as opposed to “complex”) functional behavioral assessment (FBA) and lead school-based teams in basic function-based behavior support methods and procedures. Findings indicate that the training was effective in increasing (a) participant knowledge related to function-based behavior support and (b) reported use of function-based supports by participating school-based professionals. In addition, school personnel rated the training materials and methods as acceptable and feasible for use in typical school contexts and provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools. Limitations, practical implications, and future research needs are discussed.
    No preview · Article · Jan 2016 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: In this article, we provided descriptive and methodological illustrations of how to conduct systematic behavior screenings at the middle and high school levels to detect students with intensive intervention needs using one systematic screening tool: the Student Risk Screening Scale. We discussed the importance of systematic screening and presented data from secondary schools conducting systematic screenings to illustrate the proportion of students with these intensive needs. Results suggested 5.49% of the more than 10,000 students placed into the high-risk category, with results varying across states and school levels (middle vs. high school). Then, we offered recommendations for using systematic screening data to address the needs of middle- and high-school students including the use of research-based, intensive supports within tiered systems of support. We discussed challenges of conducting screenings in secondary school settings and addressed limitations and future directions for subsequent inquiry.
    No preview · Article · Dec 2015 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: There is growing recognition that to maximize service impacts, first-time users of community mental health services require treatment approaches different from those for experienced users. This study examines differences between new and ongoing service users in their sociodemographic and clinical characteristics, how episodes of the treatment status (new vs. ongoing) interact with problem severity and the level of functioning at the baseline and three-month follow-up; and the role of the service quantity, satisfaction, and hopefulness in predicting service outcomes for children. The results of mixed factorial ANOVAs reveal significant interactions between new/ongoing treatment conditions and problem severity as well as functioning across time periods. New users showed higher problem severity at the baseline than at T2 in comparison with ongoing users. In addition, new users showed lower functioning scores at the baseline than at T2 in comparison with ongoing users. Hopefulness predicted problem severity for new and ongoing users, and service satisfaction predicted problem severity only for ongoing users. In terms of functional outcomes, gender, diagnosis, the number of providers, and hopefulness were predictors for new users, and hopefulness was a predictor for ongoing users. The results suggest a need for using different treatment approaches for new versus ongoing users.
    No preview · Article · Dec 2015 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: This study examined the capacity and opportunity scores of 36 middle school students with emotional and behavioral disorders (EBD) on the student version of the American Institutes for Research (AIR) Self-Determination Scale across three school engagement factors: grade point averages (GPA), school absences, and frequency of school disciplinary encounters. Poor grades, school absences, and frequency of disciplinary actions pose academic problems for middle school students with EBD. Three multiple regression models determined the predictive relationships between self-determination Capacity and Opportunity subscale scores and GPA, Absences, and Discipline. Higher capacity and opportunity scores predicted greater student GPA, fewer student absences, and fewer disciplinary encounters for students at school. Results of this study demonstrate the need for increased opportunities at school and home for students with EBD to learn and practice self-determination skills.
    No preview · Article · Dec 2015 · Journal of Emotional and Behavioral Disorders

  • No preview · Article · Oct 2015 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: Although attention-deficit/hyperactivity disorder (ADHD) is prevalent among adolescents in outpatient behavioral care, one of the few evidence-based treatment options, stimulant medication, is significantly underutilized. The Medication Integration Protocol (MIP) is a family-based intervention designed to help behavior therapists assume a lead role in educating clients about ADHD in adolescents, promoting family-centered decisions about medication initiation, and integrating medication management activities within behavioral treatment planning. This pilot study evaluated treatment fidelity and medication utilization for inner-city teens receiving MIP (n = 14) compared with a matched Historical Control (HC) group (n = 21) in a community clinic. Observational analyses revealed that in comparison with HC, MIP demonstrated basic protocol fidelity with regard to adherence to the MIP protocol, therapeutic alliance with the adolescent, and clinical focus on ADHD in session. MIP showed greater psychiatric evaluation completion and ADHD medication initiation than HC. Next steps in the ongoing development of MIP are outlined.
    No preview · Article · Oct 2015 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: Affect dysregulation (AD) is characterized by heightened reactivity to strong emotions, difficulty calming down when upset, and mood instability. This phenomenon has not been widely examined in older foster youth, yet it may be an avenue to improve behavior and functioning in young adulthood. This study examines two dimensions of AD—affect skills deficits and affect instability—in a sample of 17-year-old foster youth, assessing the relationship of each dimension to risk factors and behavioral health service use at age 17, and as predictors of functional outcomes at age 19. We found that the level of AD among older foster youth was similar to a clinical sample and was associated with a history of physical abuse, depression, attention deficit hyperactivity disorder, and disruptive behavioral disorders. Higher levels of affect skills deficits were associated with use of intensive types of services such as psychiatric hospitalization, residential treatment, and psychiatric medications but affect instability was not. Higher levels of affect skills deficits were negatively related to graduating from high school and positively related to being arrested. AD, especially affect skills deficits, are a promising target for inclusion in interventions to support older foster youth with mental health problems.
    No preview · Article · Aug 2015 · Journal of Emotional and Behavioral Disorders
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    ABSTRACT: Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study skills on the teacher relationships of students with externalizing behaviors. Participants were a sample of 418 first through fifth graders (63% male). Fifty-four teachers completed the Student–Teacher Relationship Scale (STRS) and Behavioral Assessment System for Children–Teacher Rating Scales for Children (BASC TRS-C) to provide information on student relationships, students’ levels of externalizing behavior, adaptability, social skills, and study skills. The findings suggested that adaptability, social skills, and study skills are important characteristics that contribute to all teacher–student relationships. However, adaptability and social skills contribute more positively to teacher–student relationships for students who exhibit externalizing behaviors. These findings suggest areas for intervention to improve teacher relationships for children with externalizing behaviors.
    No preview · Article · Aug 2015 · Journal of Emotional and Behavioral Disorders
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    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.
    No preview · Article · Jun 2015 · Journal of Emotional and Behavioral Disorders
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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.
    No preview · Article · May 2015 · Journal of Emotional and Behavioral Disorders
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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.
    No preview · Article · Apr 2015 · Journal of Emotional and Behavioral Disorders
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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.
    No preview · Article · Apr 2015 · Journal of Emotional and Behavioral Disorders