A5063563405- Child and Adolescent Psychosocial and Emotional Development
- Bullying, Victimization, and Aggression
- Early Childhood Education and Development
- Behavioral and Psychological Studies
- Parental Involvement in Education
- Education Discipline and Inequality
- Hate Speech and Cyberbullying Detection
- Infant Development and Preterm Care
- Child Welfare and Adoption
- Homelessness and Social Issues
- Autism Spectrum Disorder Research
- Teacher Education and Leadership Studies
- Diverse Educational Innovations Studies
- Psychosocial Factors Impacting Youth
- Education and Critical Thinking Development
- Attention Deficit Hyperactivity Disorder
- Problem Solving Skills Development
- Disability Education and Employment
- Collaborative Teaching and Inclusion
- Family and Disability Support Research
- Child Abuse and Trauma
- Stalking, Cyberstalking, and Harassment
- Workplace Violence and Bullying
Appalachian State University
2021-2024
University of Nebraska–Lincoln
2019-2021
University of Florida
2018-2020
Abstract School professionals may provide behavioral support for students using a tiered framework of intervention. Students who display problem behaviors and sustained resistance to interventions within these tiers require special education services under the category emotional disorders. By time receive services, they will have experienced changes in intervention intensity, such as increased reinforcement or modification functional assessment‐informed individualized behavior plans. Yet,...
Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth emotional behavioral disorders (EBD). Results indicate that, compared to their male peers, females EBD demonstrated higher levels of social skills grades. We also discovered discrepancies between teacher reports female students’ self-reports academic, social, competencies, suggesting underestimate own or that teachers are not fully...
Summary More than 50% of children who depart foster care will experience a permanency placement after being involved in the child welfare system. The struggles faced by and families during transition into home community setting following are well-known often result re-entry. Presently, little is known about preparation for placements or appropriate supports to aide this critical period. This includes understanding perspectives key stakeholders such as parents, essential transition....
Researchers have found that verbal aggression (VA) is the most frequent form of reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, low sense school belonging. Moreover, known to occasion physically aggressive responses, making especially problematic students who exhibit chronic maladaptive behavior profiles. In this study, therefore, we surveyed 144...
Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive noncompliant behavior including physical verbal aggression (VA). Physical attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive harmful social act. We surveyed 279 first to 12th grade teachers students with EBD assess their perceptions about the harmfulness VA, students’ intent harm, frequency and/or intensity types verbally...
Executive function (EF), a set of neurocognitive processes, is central to students’ emotional and behavioral well-being. Despite students with disorders (EBD) being at risk for negative long-term outcomes, there paucity EF research EBD in early elementary school, an important identification intervention period. Thus, we conducted cross-sectional latent profile analysis sample 1,154 kindergarteners first graders identified as determine whether unique profiles existed the extent which...
An inability to successfully regulate anger has been linked adverse outcomes for students, including psychological problems and special education placement due significant emotional behavioral difficulties. Early identification, therefore, is critical provide timely intervention students before anger-related escalate. The Anger Expression Scale Children was developed address some of the limitations previous measurement tools designed assess expression with children adolescents. Yet...
Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk problematic behaviors during early elementary school. The original Behavior Rating Inventory Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations functioning, neurocognitive processes school success. With the updated BRIEF-2, independent validation is needed with kindergarten first grade emotional disorders. Thus, using item level...
Students identified with emotional and behavioral disorders (EBDs) often have difficulty social adjustment academic achievement, engaging in problem behaviors such as defiance, rule-breaking, truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) the most frequent form of schools; however, little known about student perceptions VA among students EBD. We surveyed 144 secondary EBD finding infrequent reporting to teachers victimization....
Verbal aggression (VA) is the most prevalent form of perpetrated, experienced, and witnessed by students, with victims experiencing a variety adverse outcomes. Furthermore, VA known to contribute physical aggression, especially for students emotional behavioral disorders. Despite high prevalence, researchers suggest that school personnel may not understand harmful nature VA. We summarize research about VA, schoolwide initiatives, propose effective interventions perpetrators, victims, bystanders.
On any given day, one out of every 184 children in the United States are served a foster care setting, and most will depart to permanency placement (e.g., reunification [40%], adoption [27%], ...
Dr. Michael J. Marlowe is emeritus professor of special education in the College Education at Appalachian State University. An English graduate from University Kentucky, he has a PhD Florida and MS degree elementary Indiana
Dr. Ann P. Daunic is an emeritus scholar in the Special Education, Psychology, and Early Childhood Studies programs College of Education at University Florida (UF). A graduate Ohio Wesleyan University, she has a doctorate special education from UF master’s science degree psychology Tufts University.