Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance

2021 ◽  
pp. 073428292110384
Author(s):  
Matthew C. Lambert ◽  
Stacy-Ann A. January ◽  
Jorge E. Gonzalez ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Emotional Disturbance ◽  
Rating Scale ◽  
Future Research ◽  
Regression Analyses ◽  
Multivariate Multiple Regression ◽  
Students With Emotional Disturbance ◽  
Nationally Representative ◽  
Primary Hypothesis ◽  
Emotional Rating ◽  
Representative Samples

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance and students without disabilities. Two nationally representative samples were used in this study: (a) 1,575 students rated by teachers and (b) 793 youth who provided self-ratings. The results of multivariate multiple regression analyses supported the primary hypothesis that students with emotional disturbance would have lower scores on each of the five BERS-3 subscale scores compared to peers without disabilities. This finding held for both samples; however, differences between students with emotional disturbance and the peers without disabilities were substantially smaller for the youth self-ratings compared to teacher ratings. Implications for practice and directions for future research are also discussed.

The Scales for Assessing Emotional Disturbance—Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability

2020 ◽  
pp. 019874292096915
Author(s):  
Jacqueline Huscroft-D’Angelo ◽  
Jessica Wery ◽  
Jodie Diane Martin ◽  
Corey Pierce ◽  
Lindy Crawford
Keyword(s):  
Emotional Disturbance ◽  
Interrater Reliability ◽  
Rating Scale ◽  
Composite Score ◽  
Future Research ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Nationally Representative ◽  
Test Retest Reliability ◽  
Reliability Coefficients

The Scales for Assessing Emotional Disturbance—Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.

Do Links Between Personality and Life Outcomes Generalize? Testing the Robustness of Trait–Outcome Associations Across Gender, Age, Ethnicity, and Analytic Approaches

2020 ◽  
Vol 12 (1) ◽  
pp. 118-130 ◽  
Author(s):  
Christopher J. Soto
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Future Research ◽  
Big Five Personality ◽  
Life Outcomes ◽  
Nationally Representative ◽  
Representative Samples

The Big Five personality traits have been linked with a broad range of consequential life outcomes. The present research systematically tested whether such trait–outcome associations generalize across gender, age, ethnicity, and analytic approaches that control for demographic and personality covariates. Analyses of nationally representative samples from the Life Outcomes of Personality Replication project ( N = 6,126) indicated that (a) most trait–outcome associations do generalize across gender, age, and ethnicity; (b) controlling for overlap between personality traits substantially reduces the strength of many associations; and (c) several dozen trait–outcome associations proved highly generalizable across all analyses. These findings have important implications for evaluating the robustness of the personality–outcome literature, updating the canon of established trait–outcome associations, and conducting future research.

Characteristics of Bullies and Victims among Students with Emotional Disturbance Attending Approved Private Special Education Schools

2009 ◽  
Vol 34 (3) ◽  
pp. 151-163 ◽  
Author(s):  
Deborah T. Carran ◽  
Millicent H. Kellner
Keyword(s):  
Special Education ◽  
New Jersey ◽  
Emotional Disturbance ◽  
Female Students ◽  
Future Research ◽  
Lower Intensity ◽  
Authority Figures ◽  
Bullying Behavior ◽  
Students With Emotional Disturbance

The goal of this study was to describe rates and types of bullying and victimization among 407 students with emotional disturbance (ED) in grades 6 through 10 attending private approved special education schools in New Jersey. These students anonymously completed the Olweus Bullying Questionnaire. Results indicated that compared with a general U.S. population of typical students, fewer students in this sample with ED engaged in bullying behavior and did so at lower intensity, and boys and girls with ED engaged in similar levels of bullying behavior. In contrast to a general U.S. population, more female students with ED in this subpopulation sample were victims compared with boys and, for both sexes, the types of victimization tended to be direct verbal or indirect. Students with ED in this sample responded to bullying by reporting to authority figures. Limitations and recommendations for future research are addressed.

Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

2021 ◽  
pp. 106342662098260
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Frederick Brigham ◽  
Justin Garwood
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Special Education Teachers ◽  
Classroom Practice ◽  
Future Research ◽  
Knowledge Use ◽  
Inclusive Instruction ◽  
Behavioral Supports ◽  
Students With Emotional Disturbance

A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with Emotional Disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeast who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA; Behavioral Supports, Differentiation, Classroom Management, Instructional Practices). Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed.

The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents

1999 ◽  
Vol 20 (5) ◽  
pp. 258-262 ◽  
Author(s):  
Michael H. Epstein
Keyword(s):  
Social Services ◽  
Rating Scale ◽  
Pilot Studies ◽  
Family Services ◽  
Strength Based ◽  
Valid Instrument ◽  
Validity Studies ◽  
Nationally Representative ◽  
Development And Validation ◽  
Emotional Rating

Strength-based assessment has received considerable attention from parents and professionals in child welfare, family services, education, mental health, and other social services. The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment was developed to provide parents and professionals with a standardized, norm-referenced, reliable, and valid instrument to measure strengths. Several pilot studies were conducted to establish the validity of the scale prior to the scale being normed on a nationally representative sample. The purpose of the present article is to report on these validity studies.

Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students

2021 ◽  
pp. 106342662098865
Author(s):  
Matthew C. Lambert ◽  
Jodie Martin ◽  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Differential Item Functioning ◽  
Emotional Disturbance ◽  
Rating Scale ◽  
Hispanic Students ◽  
School Personnel ◽  
Emotional And Behavioral Problems ◽  
Future Research ◽  
School Age ◽  
Item Functioning ◽  
The Impact

The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance–Third Edition: Rating Scale (SAED-3 RS): a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample included 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed.

scholarly journals Consumer Habits and Adoption of Multiple-Functions of Mobile Phones

2015 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Purushottam Papatla
Keyword(s):  
Mobile Phone ◽  
Mobile Phones ◽  
Mobile Applications ◽  
Future Research ◽  
Multiple Functions ◽  
The Core ◽  
Mobile Phone Applications ◽  
Nationally Representative ◽  
Consumer Habits ◽  
Representative Samples

Mobile phone applications are rapidly becoming an important channel of interaction between brands and consumers. Recent findings, however, suggest that only few brands succeed in attracting consumers to their mobile applications. Based on findings in the literature, we suggest that consumers with high use-variety, i.e., those who use their mobile phones for multiple functions, are likely to be more interested in mobile applications than others. There are, however, few insights regarding high use-variety consumers. This is the issue that we address in this research by developing and testing a theory, based on habits, that heavy users of the core functions of calling and texting will exhibit high use-variety. We empirically test the theory on two nationally representative samples of mobile phone users. Our results on both samples support the theory. We also discuss the managerial and future research implications of our findings.

scholarly journals Workaholism in Korea: Prevalence and Socio-Demographic Differences

2020 ◽  
Vol 11 ◽  
Author(s):  
Sudol Kang
Keyword(s):  
Demographic Variables ◽  
Future Research ◽  
Demographic Differences ◽  
Research Directions ◽  
Confirmatory Factor Analyses ◽  
Work Addiction ◽  
Confirmatory Factor ◽  
Future Research Directions ◽  
Logistic Regressions ◽  
Nationally Representative

This study has two objectives – to provide a Korean form of the workaholism analysis questionnaire, and to analyze workaholic tendencies in South Korea by using a nationally representative data. Using 4,242 samples (2,497 men and 1,745 women), exploratory and confirmatory factor analyses were conducted to develop a Korean form (K-WAQ). The four-factor structure of K-WAQ in this study seemed to adequately represent the underlying dimensions of work addiction in Korea. The study also analyzed the prevalence of workaholism among Koreans and its differences according to socio-demographic variables. Both mean difference analyses and logistic regressions were conducted. The overall result indicated that the prevalence of workaholism in Korea can be estimated to be 39.7% of the employees. The workaholic tendencies in Korea differ significantly according to gender, age, work hours, and voluntariness of choosing employment type. Practical as well as theoretical implications and future research directions are discussed.

Sign in / Sign up

Export Citation Format

Share Document