Universal Screening for Behavioral Risk in Elementary Schools Using SWPBS Expectations

2010 ◽  
Vol 20 (1) ◽  
pp. 38-54 ◽  
Author(s):  
Mack D. Burke ◽  
John L. Davis ◽  
Yuan-Hsuan Lee ◽  
Shanna Hagan-Burke ◽  
Oi-man Kwok ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Discipline Referrals ◽  
Equation Modeling ◽  
Behavioral Risk ◽  
Office Discipline Referrals ◽  
School Problems ◽  
Externalizing Problem ◽  
Behavior Supports

In this study, the authors examined the concurrent validity, predictive validity, and concurrent and predictive classification accuracy of using schoolwide behavior expectations as a universal behavioral screener. Three elementary schools implementing schoolwide positive behavior supports (SWPBS) participated. Within each school, the entire school population was screened using items derived from schoolwide behavior expectations. Structural equation modeling revealed moderate to strong associations between SWPBS expectations and constructs formed from the criterion measure. SWPBS expectations converged with the school problems, externalizing problem behaviors, and adaptive skills constructs but diverged from the internalizing construct. Concurrent classification with a norm-referenced screener was generally adequate but varied depending on school and index. Predictive classification analyses using office discipline referrals also yielded comparable results as the norm-referenced screener. Although not without limitations, this study provides initial evidence of the validity of using SWPBS expectations to screen for behavioral risk.

scholarly journals The Effects of Parenting Styles on Internalizing and Externalizing Behaviors: A Mexican Preadolescents Study

2020 ◽  
Vol 13 (1) ◽  
pp. 9-18 ◽  
Author(s):  
Jaime Fuentes-Balderrama ◽  
Cinthia Cruz del Castillo ◽  
Angélica Ojeda García ◽  
Rolando Díaz Loving ◽  
Bernardo Turnbull Plaza ◽  
...  
Keyword(s):  
Public Schools ◽  
Problem Behaviors ◽  
Parenting Styles ◽  
Structural Equation ◽  
Psychological Control ◽  
Equation Modeling ◽  
Parental Practice ◽  
Inconsistent Discipline ◽  
Externalizing Problem ◽  
Internalizing And Externalizing

Parental practices such as inconsistent discipline, psychological control, and imposition have been linked to the development of internalizing and externalizing problem behaviors in preadolescents. This study aimed to identify the association these practices had on Mexican preadolescent problem behaviors through Structural Equation Modeling. The sample consisted of 306 elementary students from three public schools in Mexico City (age M = 10, SD = 0.92). Students completed subscales from the Parental Practice Scale, the Alabama Parenting Questionnaire, and the Strengths and Difficulties Questionnaire. Paternal imposition and maternal psychological control were significant predictors for internalizing problems, while inconsistent discipline was a significant predictor of externalizing problems. The results highlight that although parental practicevalues might differ across cultures, their association to problem behaviors are similar.

Building a Model of Family Caregiving for Children with Emotional Disorders

1997 ◽  
Vol 5 (3) ◽  
pp. 138-148 ◽  
Author(s):  
Thomas P. Mcdonald ◽  
Thomas K. Gregoire ◽  
John Poertner ◽  
Theresa J. Early
Keyword(s):  
Structural Equation Modeling ◽  
Emotional Disorders ◽  
Problem Behaviors ◽  
Family Caregiving ◽  
Latent Variables ◽  
Structural Equation ◽  
Empirical Literature ◽  
Equation Modeling ◽  
Special Challenge ◽  
And Coping

In this article we describe the results of an ongoing effort to better understand the caregiving process in families of children with severe emotional problems. We make two assumptions. First, we assume that these families are essentially like other families but are faced with a special challenge in raising and caring for their special children while at the same time performing the multiple tasks and demands faced by all families. Second, we assume that public policy and programs must be supportive of the care of these children in their own homes and communities whenever possible. The purpose of this article is to present a model of family caregiving that draws broadly from available theory and empirical literature in multiple fields and to subject this model to empirical testing. We use structural equation modeling with latent variables to estimate an empirical model based on the theoretical model. Results of the model testing point to the importance of the child's external problem behaviors and the family's socioeconomic status and coping strategies as determinants of caregiver stress. Other findings highlight difficulties in measuring and modeling the complex mediating process, which includes formal and informal supports, perceptions, and coping behaviors. The use of structural equation modeling can benefit our efforts to support families by making explicit our theories about the important dimensions of this process and the relationship between these dimensions, which can then be subjected to measurement and validation.

Risk and Resilience Factors Associated With Formal and Informal Income Generation Among Homeless Young Adults in Three U.S. Cities

2015 ◽  
Vol 50 (3) ◽  
pp. 351-376 ◽  
Author(s):  
Kristin M. Ferguson ◽  
Kimberly Bender ◽  
Sanna J. Thompson
Keyword(s):  
Young Adults ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Equation Modeling ◽  
Full Time ◽  
Income Generation ◽  
Risk And Resilience ◽  
Structured Interviews ◽  
Homeless Young Adults ◽  
Time Part

This study used the risk and resilience framework to examine predictors of formal and informal sources of income among homeless young adults. Formal sources of income generation consisted of full-time, part-time, or paid, temporary work. Informal sources included earning money from selling personal possessions, selling drugs, and theft. In all, 601 homeless young adults from three U.S. cities participated in semi-structured interviews. Structural equation modeling assessed whether demographic, homelessness history, mental health, problem behaviors, and resilience predicted income generation source. Income generation from formal sources was associated with being male, having a greater number of problem behaviors, and reporting higher levels of resilience. Informal income generation was associated with younger age, being transient, and reporting a greater number of problem behaviors. Findings underscore the need to address homelessness risk factors to support homeless young adults in securing stable, formal employment as an alternative to informal survival behaviors to earn income.

scholarly journals Risk Factors for Running Away Among a General Population Sample of Males and Females

2011 ◽  
Vol 43 (2) ◽  
pp. 583-608 ◽  
Author(s):  
Kimberly A. Tyler ◽  
Kellie J. Hagewen ◽  
Lisa A. Melander
Keyword(s):  
Risk Factors ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Population Sample ◽  
Equation Modeling ◽  
Family Instability ◽  
Instability Problem ◽  
National Longitudinal Study ◽  
Running Away ◽  
Males And Females

The present study examines risk factors for running away and homelessness among a sample of more than 7,000 currently housed youth using the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling results revealed that those with greater levels of family instability and those who ran away at Wave 2 were significantly more likely to run away and/or become homeless 5 years later at Wave 3. Family instability also had a significant indirect effect on running away and/or being homeless at Wave 3 through greater levels of problem behaviors and running away at Wave 2. Running away at Wave 1 was indirectly associated with running away and/or becoming homeless at Wave 3 through family instability, problem behavior, and Wave 2 running.

The Effects of Multicultural Adolescents' Trauma and Hopelessness on Problem Behaviors in South Korea

2018 ◽  
Vol 9 (4) ◽  
pp. 29-39
Author(s):  
Kyungsook Kim ◽  
Min-Jung Kim ◽  
Minkyeong Kim ◽  
Sejin Ju ◽  
Eun-Jee Song
Keyword(s):  
Structural Equation Modeling ◽  
South Korea ◽  
Problem Behaviors ◽  
Direct Effect ◽  
Indirect Effect ◽  
Structural Equation ◽  
Equation Modeling ◽  
Research Subjects ◽  
Pearson Correlations

The purpose of this article was to examine the effects of multicultural adolescents' trauma and hopelessness on problem behaviors. The research subjects consisted of 108 adolescents (boys = 54, girls = 54 from multicultural families. They were adolescents aged between 12 and 20. The measures of the current study include scales for assessing adolescents' trauma, hopelessness, and problem behaviors. The data was analyzed using Pearson correlations, SPSS 21.0 program and AMOS 18.0 Structural Equation Modeling (SEM). Results demonstrated that multicultural adolescents' trauma, hopelessness, and problem behaviors were significantly correlated. Also, trauma had an indirect effect through hopelessness, as well as a direct effect on problem behaviors of adolescents. The importance of adolescents' cognition was identified on problem behaviors.

Construct Validity of the Eyberg Child Behavior Inventory (ECBI)

2018 ◽  
Vol 34 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Silje Sommer Hukkelberg ◽  
Charlotte Reedtz ◽  
John Kjøbli
Keyword(s):  
Construct Validity ◽  
Problem Behaviors ◽  
Child Behavior ◽  
Structural Equation ◽  
Conduct Problem ◽  
Equation Modeling ◽  
Confirmatory Factor Analyses ◽  
Oppositional Defiant ◽  
Eyberg Child Behavior Inventory ◽  
Defiant Behavior

Abstract. Despite the wide use of the Eyberg Child Behavior Inventory (ECBI), its construct validity is still an issue of debate. Whereas previous studies primarily have relied on confirmatory factor analyses (CFAs), the present study aimed to evaluate the Norwegian 22-item version of the ECBI intensity scale using exploratory structural equation modeling (ESEM), which offers more flexibility compared to traditional CFA. The study used data from three samples of parents with children with emerging or existing problem behaviors. Results showed that the ESEM model showed good fit and identified the three factors Oppositional defiant behavior, Conduct problem behavior, and Inattentive behavior. In addition, the ESEM approach revealed several small and significant (λ ≤ .21) cross-loadings. The results illustrated the strengths of ESEM over CFA and suggest that ESEM provide a useful statistical framework to evaluate the structure of ECBI items.

scholarly journals Adjustment Outcomes of Native and Immigrant Youth in Spain: A Mediation Model

2018 ◽  
Vol 21 ◽  
Author(s):  
Lucía López-Rodríguez ◽  
Marisol Navas ◽  
Isabel Cuadrado ◽  
Moshe Tatar
Keyword(s):  
Family Support ◽  
Problem Behaviors ◽  
Psychological Adjustment ◽  
Structural Equation ◽  
School Adjustment ◽  
Well Being ◽  
Specific Model ◽  
Self Report ◽  
Equation Modeling ◽  
Immigrant Adolescents

AbstractThis work proposes a conceptual model of psychological adjustment of native and immigrant adolescents who live in Spain. Psychological adjustment was expected to mediate between perceived family support and adolescents’ school adjustment and problem behaviors. Spanish adolescents (n = 156) and immigrant adolescents (n = 137) filled out a self-report questionnaire regarding their perceived family support, psychological adjustment (i.e., self-esteem and life satisfaction), school adjustment, and problem behaviors. Structural Equation Modeling (SEM) was used to examine the relational patterns among these variables. The specific model –with psychological adjustment mediating between family support and school adjustment (z = 2.70, β = .21, p = .007 for Spanish adolescents, and z = 2.42, β = .16, p = .015 for immigrant adolescents), and school adjustment mediating between psychological adjustment and problem behaviors (z = –2.51, β = –.14, p = .012 for Spanish adolescents, and z = –2.01, β = –.11, p = .044 for immigrant adolescents) was confirmed for both samples. An implication of this study is the relevance of adolescents’ family support to their well-being, and the mediating role of psychological adjustment between family support and school adjustment.

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