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Direct linkSean T. Wachsmuth; Timothy J. Lewis; Nicholas A. Gage – Behavioral Disorders, 2023
A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders…
Descriptors: Extracurricular Activities, Student Participation, Learner Engagement, Interpersonal Competence
Factors That Enhance the Quality of Relationships between Mentors and Mentees during Check & Connect
Kern, Lee; Harrison, Judith R.; Custer, Beth E.; Mehta, Paras D. – Behavioral Disorders, 2019
School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the…
Descriptors: Mentors, Interpersonal Relationship, Learner Engagement, Program Effectiveness
Talbott, Elizabeth; Zurheide, Jaime L.; Karabatsos, George; Kumm, Skip – Behavioral Disorders, 2021
Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design.…
Descriptors: Student Behavior, Twins, Teacher Attitudes, Predictor Variables
Lin, Yu-Chu; Morgan, Paul L.; Hillemeier, Marianne; Cook, Michael; Maczuga, Steve; Farkas, George – Behavioral Disorders, 2013
We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample…
Descriptors: Behavior Problems, Elementary School Students, At Risk Students, Reading Difficulties
Gumpel, Thomas P.; Wiesenthal, Vered; Söderberg, Patrik – Behavioral Disorders, 2015
This study had three primary goals: to explore the relationship between narcissism, participant roles, and aggression; to examine the role of gender as a moderating influence on narcissism-based aggression; and to examine how these variables work together to influence aggressive outcomes in a sample of aggressive middle and high school students.…
Descriptors: Personality Problems, Social Status, Social Cognition, Aggression
Carter, Erik W.; Lane, Kathleen Lynne; Crnobori, Mary; Bruhn, Allison L.; Oakes, Wendy P. – Behavioral Disorders, 2011
Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review…
Descriptors: Intervention, Self Efficacy, Behavior Disorders, Goal Orientation
Carr-George, Catherine; Vannest, Kimberly J.; Willson, Victor; Davis, John L. – Behavioral Disorders, 2009
This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance. Findings indicate that only 56%…
Descriptors: Emotional Disturbances, Behavior Disorders, State Standards, Cognitive Ability
Konold, Timothy R.; Walthall, Johanna C.; Pianta, Robert C. – Behavioral Disorders, 2004
Standardized rating scales are the most often used part of the multidimensional assessment of children's behavior. However, low cross-informant correlations raise concerns about the reliability and validity of the resulting scores. This study examined whether the manner in which behavioral constructs are measured differs across informants, across…
Descriptors: Grade 1, Context Effect, Child Behavior, Check Lists
