bluuebunny/crossref_metadata_2025 huggingface dataset:
100 Years of Progress in Mesoscale Planetary Boundary Layer Meteorological Research
Authors: Kristovich David A. R. , Takle Eugene , Young George S. , Sharma Ashish
Published: June 2019

This chapter outlines the development of our understanding of several examples of mesoscale atmospheric circulations that are tied directly to surface forcings, starting from thermally driven variations over the ocean and progressing inland to man-made variations in temperature and roughness, and ending with forced boundary layer circulations. Examples include atmospheric responses to 1) overocean temperature variations, 2) coastlines (sea breezes), 3) mesoscale regions of inland water (lake-effect storms), and 4) variations in land-based surface usage (urban land cover). This chapter provides brief summaries of the historical evolution of, and tools for, understanding such mesoscale atmospheric circulations and their importance to the field, as well as physical processes responsible for initiating and determining their evolution. Some avenues of future research we see as critical are provided. The American Meteorological Society (AMS) has played a direct and important role in fostering the development of understanding mesoscale surface-forced circulations. The significance of AMS journal publications and conferences on this and interrelated atmospheric, oceanic, and hydrological fields, as well as those by sister scientific organizations, are demonstrated through extensive relevant citations.
Intergenerational transmission of ethnic identity in mixed native couples in Finland
Authors: Obućina Ognjen , Saarela Jan
Published: June 2019

The aim of this study is to analyse the factors determining the ethnic affiliation of children born to interethnic native couples in Finland, using data from couples with one Finnish-speaking and one Swedish-speaking partner, between 1988 and 2014. In addition to individual characteristics of each partner and contextual factors, we also consider the role of couple characteristics. We look at the affiliation of the first child, as well as the combined affiliation of the first two children, in order to analyse how often children from the same parents are affiliated to different ethnicities. Around 60% of first- and second-born children of interethnic couples born between 1988 and 2014 were affiliated to the Swedish-speaking minority. The affiliation of the second child seldom differs from that of the first. Children of mixed couples with a Swedish mother are more likely to be affiliated to the Swedish-speaking community. Boys are more likely than girls to be affiliated to the father’s community, and vice versa. In line with our expectations based on ethnic awareness, preference for cultural plurality and parental aspirations, the multivariate analysis shows a strong positive association between parental education level and the likelihood of the first child being Swedish speaking. The analysis also indicates that bargaining is not an important strategy when choosing a child’s ethnic identity.
Calibrated Optical Markers to Study Thermal Degradation in Edible Oils Using Raman and Optical Transmission Spectroscopy
Authors: Lam Ho-Ying , Ghosh Sandip , Chattopadhyay Surojit
Published: June 2019

An “all optical” methodology, including Raman and optical transmission spectroscopy, is presented to study the thermal degradation in edible oils. Oils rich in monounsaturated (MU), polyunsaturated (PU), and saturated (S) fatty acids (FA) were heated above and below their smoke point (∼230 ℃). While the intensity (I) of the identified saturated (C–C, 1440 cm−1) FA Raman marker did not change appreciably, the identified unsaturated (C=C, 1265 cm−1) FA marker decreased in these oils when heated above the smoke point. A Raman parameter, I1265/I1440, designating thermal degradation, is proposed that was found to decrease consistently for the PUFA-rich and MUFA-rich oils when heated above the smoke point, while the SFA-rich oil did not degrade at all over the whole temperature range. An optical transmission marker at 2140 nm was identified that decreased consistently with increased thermal stressing. These markers can be calibrated with the variations in the quantitative iodine value, an industrial benchmark for the degree of unsaturation, for thermally stressed oils.
Stress Characterization of the Interface Between Thermal Oxide and the 4H-SiC Epitaxial Layer Using Near-Field Optical Raman Microscopy
Authors: Yoshikawa Masanobu , Fujita Yasuhiko , Murakami Masataka
Published: June 2019

Stresses induced in the silicon carbide (SiC) epitaxial layer near the interface between thermal silicon oxide and 4H-SiC epitaxial substrate were measured using a near-field optical Raman microscope equipped with a hollow pyramid probe (aperture size: approximately 250 nm). The E2 phonon was observed to undergo a 0.17 cm−1 redshift owing to reduction in oxide-layer thickness from 300 nm to 0 nm; this result was compared against that obtained using a standard Raman microprobe sans the pyramidal probe. The result indicates that the epitaxial layer near the SiO2–4H-SiC interface was maintained under a constant tensile stress of the order of 50 MPa. This agrees well with the result obtained using the finite element method (FEM). Based on results obtained using the said Raman microprobe and Fourier transform infrared (FT-IR) measurements, use of an inhomogeneity formation model at the SiO2–4H-SiC interface has been proposed in this study.
Rapid and Sensitive Analysis of Trace Leads in Medicinal Herbs Using Laser-Induced Breakdown Spectroscopy–Laser-Induced Fluorescence (LIBS-LIF)
Authors: Jiang Yinhua , Kang Juan , Wang Yarui , Chen Yuqi , Li Runhua
Published: June 2019

Toxic metals in medicinal herbs are potentially harmful for people taking herbal medicines. In this work, laser-induced breakdown spectroscopy–laser-induced fluorescence (LIBS-LIF) spectroscopy was first applied to carry out rapid and sensitive trace lead analysis in medicinal herb samples. To overcome the problem of diversity on the sample size, shape, and density for different samples, original samples were pulverized to powder and then pressed into pellets for spectral analysis. A series of standard samples were self-made for building a calibration curve. As an exemplary study, lead in Rheum officinale was analyzed with LIBS-LIF spectroscopy with significantly improved analytical sensitivity. The R2 of the build linear calibration curve was 0.996 and the detection limit of lead in R. officinale was determined to be 0.13 ppm. The enhancement factor on the signal-to-background ratio was >100 under low lead concentrations if compared with LIBS analysis. The lead concentrations in several original R. officinale samples were quantitatively determined. This work demonstrated that LIBS-LIF can be successfully applied to carry out rapid, sensitive, and quantitative trace lead analysis for medicinal herbs.
Optimization of a Commercial Variable Angle Accessory for Entry Level Users of Electrochemical Attenuated Total Reflection Surface-Enhanced Infrared Absorption Spectroscopy (ATR-SEIRAS)
Authors: Sigrist Jessica A. , Lins Erick S. , Morhart Tyler A. , Briggs Jenni L. , Burgess Ian J.
Published: June 2019

An evaluation of several experimental aspects that can optimize electrochemical attenuated total reflection surface-enhanced infrared absorption spectroscopy (ATR-SEIRAS) performance using a commercially available, specular reflection accessory is provided. A comparison of different silicon single-bounce internal reflection elements (IREs) is made with emphasis on different face-angled crystal (FAC) options. Selection of optimal angle of incidence for maximizing signal and minimizing noise is shown to require consideration of the optical throughput of the accessory, reflection losses at the crystal surfaces, and polarization effects. The benefits of wire-grid polarizers and antireflective (AR) coatings on the IREs is discussed. High signal-to-noise ratios can be achieved by omitting polarizers, using an AR-coated FAC with a larger face angle, and working at angles of incidence close to the maximum throughput angle of the accessory.
Solid Parahydrogen Thickness Revisited
Authors: Fajardo Mario E.
Published: June 2019

We report updated infrared (IR) absorption measurements on vapor-deposited cryogenic parahydrogen (pH2) solids that indicate a ≈10% systematic error in our previous approach for determining a pH2 solid's thickness (S. Tam and M.E. Fajardo. Appl. Spectrosc. 2001. 55(12): 1634-1644). We provide corrected values for the integrated absorption intensities of the Q1(0)+S0(0) and S1(0)+S0(0) bands calculated over the 4495–4520 cm−1 and 4825–4855 cm−1 regions, respectively. New polarized IR absorption spectroscopy data demonstrate the insensitivity to polarization effects of the peak intensity of the QR(0) phonon sideband near 4228 cm−1. This feature provides an even quicker way for determining the thickness of a pH2 solid than via the integrated absorptions.
Formalization of Firms’ Evaluation Processes in Cross-Sector Partnerships for Sustainability
Authors: Feilhauer Sylvia , Hahn Rüdiger
Published: June 2019

Extant research underlines the critical challenge for firms to rigorously and consistently evaluate their growing number of cross-sector partnerships for sustainability and suggests formalizing evaluation processes by introducing formal practices. However, empirical research is scant and inconclusive. This study aims to develop an empirically grounded understanding of how firms formalize the evaluation processes of such partnerships and of what drives this formalization, to complement the so far mostly conceptual literature. We inductively analyzed 31 semi-structured interviews with 33 experts from firms and their partnering nonprofits and further secondary data on organizations’ partnerships. We contribute to the cross-sector partnership research by analyzing firms’ practices related to the formalization of the internal as well as the joint partnership evaluation process with nonprofits. We propose a conceptual framework to explain why firms implement different formal practices to reduce the dependency on individuals’ skills, experiences, or judgments in evaluating partnerships.
When performance gets personal: Towards a theory of performance-based identity
Authors: Walker Benjamin W , Caprar Dan V
Published: June 2019

For better or worse, contemporary society places immense value on achievement and performance. What are the consequences of this emphasis on (if not obsession with) performance for people’s sense of self, and relatedly, their mental health and well-being? We develop a theoretical lens for exploring such questions by introducing the concept of performance-based identity—a form of identity that we propose arises when performance (at work or in another setting) becomes personally meaningful to the extent that it acts as a basis for self-definition. We argue that many individuals are likely to develop performance-based identities in a world where performance is increasingly emphasized as important, and where other identities (e.g. those derived from particular groups, organizations, and cultures) are being destabilized by fundamental shifts in the nature of work and society. We explain the similarities and differences between performance-based identity and related constructs, present a theoretical account of how people construct performance-based identities, and discuss how acknowledging and studying performance-based identities could yield valuable new insights into how people experience their work and life in general.
Fluoride Mode of Action: Once There Was an Observant Dentist . . .
Authors: ten Cate J.M. , Buzalaf M.A.R.
Published: June 2019

The discovery and implementation of fluoride in the prevention of dental caries is often praised as one of the most important achievements in health care. In the early 20th century, it took 30 y to identify fluoride as the cause of enamel mottling but also of reduced caries prevalence in a population drinking water containing fluoride. Similarly, from 1960 to 1990, it took major efforts to unravel the working mode of fluoride in such detail that a rational scheme of caries prevention could be formulated. This article describes the scientific struggle leading to a consensus on the topic. For a historic purpose, the field, the actors, and their main research achievements are described. Ultimately it was generally agreed that the effect of fluoride is primarily topical by fluorides in the oral fluids rather than systemic by incorporation of fluoride in the enamel mineral crystals. Fluoride concentrations, even <1 mg/L, enhance the deposition of calcium phosphates during remineralization of enamel (and dentin). Similarly, such low levels of fluoride are effective in reducing the dissolution of the calcified tissues. This understanding has led to the development of fluoride-containing caries-preventive products that had an undisputed beneficial effect on the levels of dental caries.
Dietary Nitrite Drives Disease Outcomes in Oral Polymicrobial Infections
Authors: Scoffield J. , Michalek S. , Harber G. , Eipers P. , Morrow C. , Wu H.
Published: June 2019

Streptococcus mutans resides in the oral polymicrobial biofilm and is a major contributor to the development of dental caries. Interestingly, high salivary nitrite concentrations have been associated with a decreased prevalence of dental caries. Moreover, the combination of hydrogen peroxide–producing oral commensal streptococci and nitrite has been shown to mediate the generation of reactive nitrogen species, which have antimicrobial activity. The goal of this study was to examine whether nitrite affects S. mutans virulence during polymicrobial infections with the commensal Streptococcus parasanguinis. Here, we report that the combination of S. parasanguinis and nitrite inhibited S. mutans growth and biofilm formation in vitro. Glucan production, which is critical for S. mutans biofilm formation, was also inhibited in 2-species biofilms with S. parasanguinis containing nitrite as compared with biofilms that contained no nitrite. In the in vivo caries model, enamel and dentin carious lesions were significantly reduced in rats that were colonized with S. parasanguinis prior to infection with S. mutans and received nitrite in the drinking water, as compared with animals that had a single S. mutans infection or were co-colonized with both bacteria and received no nitrite. Last, we report that S. mutans LiaS, a sensor kinase of the LiaFSR 3-component system, mediates resistance to nitrosative stress. In summary, our data demonstrate that commensal streptococci and nitrite provide protection against S. mutans pathogenesis. Modulating nitrite concentrations in the oral cavity could be a useful strategy to combat the prevalence of dental caries.
Fasting is not required for measuring plasma lipid levels in rabbits
Authors: Wang Rong , Liu Ruihan , Li Lu , Liu Baoning , Bai Liang , Wang Weirong , Zhao Sihai , Liu Enqi
Published: June 2019

Plasma lipid and glucose levels are important parameters for evaluating the onset and development of metabolic and cardiovascular diseases. In clinical and experimental studies of humans or mice, fasting is often required before testing plasma lipid and glucose levels. The rabbit is a valuable animal model for cardiovascular disease research. However, whether fasting is necessary for measuring plasma lipid and glucose levels in rabbits remains unclear. In the current study, 12 healthy Japanese white rabbits (males weighing 2.5–3.0 kg) were randomly divided into a chow diet group ( n = 6) and a high cholesterol diet group ( n = 6). They were fed either a standard chow diet or a chow diet supplemented with 0.5% cholesterol and 3% corn oil for 12 weeks. After 12 weeks, the plasma levels of total cholesterol, triglycerides, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol and glucose were measured before and after various fasting durations (8, 12, 16, 20 and 24 h). The results showed that there were no significant differences in lipid levels between the fasting and non-fasting samples, whereas glucose levels were lower after 8 h of fasting than in the absence of fasting. Moreover, the glucose levels were restored to normal after 8 h of refeeding. These results indicate that fasting does not affect plasma lipid values in rabbits but that fasting is important for determining the glucose level in rabbits. These findings may be helpful for future rabbit experiments and beneficial for animal welfare.
Who is the ‘smart’ resident in the digital age? The varied profiles of users and non-users in the contemporary city
Authors: Hatuka Tali , Zur Hadas
Published: June 2019

This paper is centred on the levels of participation in digital municipal platforms, and its goals are threefold: (1) to assess the normative aspirations and limitations of policy makers and key actors in the municipality with regard to the smart resident idea, with a focus on participation and privacy; (2) to assess and categorise levels of participation in varied social and geographic contexts in the city; and (3) to assess the possible link between participation and privacy practices among users. Empirically, this paper studies the practices of the inhabitants of Tel Aviv-Yafo City, with a focus on the use of digitised services provided by the municipality and the use of the celebrated project ‘Digi-Tel’ – a digital card that offers to the inhabitants of the city services, discounts, targeted information and benefits around the city. The assessment of the inhabitants’ practices is based on a survey that was conducted in four neighbourhoods with different socio-economic, ethnic and geographical characteristics. The survey is supplemented with interviews of prominent figures in the Tel Aviv-Yafo municipality to understand their views on participation and privacy. The paper concludes with a discussion of the varied profiles of the users and non-users of digital platforms in the city, revealing their complex approach to participation in the digital age.
A General Framework for Comparing Predictions and Marginal Effects across Models
Authors: Mize Trenton D. , Doan Long , Long J. Scott
Published: June 2019

Many research questions involve comparing predictions or effects across multiple models. For example, it may be of interest whether an independent variable’s effect changes after adding variables to a model. Or, it could be important to compare a variable’s effect on different outcomes or across different types of models. When doing this, marginal effects are a useful method for quantifying effects because they are in the natural metric of the dependent variable and they avoid identification problems when comparing regression coefficients across logit and probit models. Despite advances that make it possible to compute marginal effects for almost any model, there is no general method for comparing these effects across models. In this article, the authors provide a general framework for comparing predictions and marginal effects across models using seemingly unrelated estimation to combine estimates from multiple models, which allows tests of the equality of predictions and effects across models. The authors illustrate their method to compare nested models, to compare effects on different dependent or independent variables, to compare results from different samples or groups within one sample, and to assess results from different types of models.
Trajectories of Self-control in a Forensic Psychiatric Sample: Stability and Association with Psychopathology, Criminal History, and Recidivism
Authors: Billen Eva , Garofalo Carlo , Vermunt Jeroen K. , Bogaerts Stefan
Published: June 2019

The current study examined trajectories of two indicators of self-control—impulsivity and coping skills—in 317 forensic psychiatric patients, as well as associations with psychopathology, crime, and recidivism. Violent recidivism was positively associated with coping skills at admission to the clinic and with impulsivity at discharge. Only a small correlation was found between self-control and criminal history, and there was no association with psychopathology. We found multiple trajectories of self-control using Latent Class Growth Models: more than 89% improving over time. In addition, patients with Cluster C personality disorders showed greater improvement in coping skills. Patients showing less improvement in impulsivity had greater rates of crime and recidivism. We conclude that self-control can be influenced by interventions or treatment, and that both starting values and trajectories of self-control provide valuable information. Interestingly, the associations between self-control and psychopathology, crime and recidivism were not as strong as reported in other populations.
Asynchronously input-output finite-time control of discrete-time nonlinear impulsive positive switched systems
Authors: Liu Leipo , Xing Hao , Cao Xiangyang , Fu Zhumu , Di Yifan
Published: June 2019

This paper considers asynchronously input-output finite-time control of discrete-time nonlinear impulsive positive switched systems (DNIPSS). Firstly, the definition of input-output finite-time stability (IO-FTS) is introduced. By using the linear co-positive Lyapunov function (LCLF) and average dwell time (ADT) approach, a state feedback controller via asynchronous switching is designed and sufficient conditions are obtained to guarantee the corresponding closed-loop system is IO-FTS. Such conditions can be solved by linear programming. Furthermore, the mode-dependent average dwell time (MDADT) method for asynchronously input-output finite-time control of DNIPSS is also presented. Finally, two examples are provided to show the effectiveness of the proposed method.
An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism
Authors: Ferguson Raechal H. , Falcomata Terry S. , Ramirez-Cristoforo Andrea , Vargas Londono Fabiola
Published: June 2019

Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.’s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.
Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices
Authors: Judson Eugene , Bowers Nicole L. , Glassmeyer Kristi
Published: June 2019

Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers ( N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.
School Discipline Problems in Rural African American Early Adolescents: Characteristics of Students with Major, Minor, and No Offenses
Authors: Farmer Thomas W. , Goforth Jennifer B. , Leung Man-Chi , Clemmer Jason T. , Thompson Jana H.
Published: June 2019

The authors examined school discipline problems in relation to academic and interpersonal characteristics of students in a middle school of a rural low-income community. The sample comprised 259 students (83 boys, 176 girls)—all of whom were African American—and reflected the community's public school attendance. School records were examined, and students were identified as having no offenses, minor offenses, or major offenses. More than 50% of the girls had no offenses, and fewer than 20% had major offenses. Girls identified as having no offenses tended to be competent across the academic, behavioral, and social domains, whereas girls with major offenses tended to have multiple problems. For the boys, 37% had major offenses and 34% had no offenses. Involvement in aggression appeared to be the primary factor that differentiated among boys who were and were not referred for discipline problems. The authors discuss the results in terms of their implications for assessment and prevention.
Parental Etiological Explanations and Disproportionate Racial/Ethnic Representation in Special Education Services for Youths with Emotional Disturbance
Authors: Yeh May , Forness Steven R. , Ho Judy , McCabe Kristen , Hough Richard L.
Published: June 2019

Although there has long been concern about underidentification or misidentification of children with emotional or behavioral disorders in special education, recent attention has also been focused on disproportionate racial and ethnic representation of children in the school category of emotional disturbance (ED). There is evidence that African American children may be overidentified in the ED category while Asian and Hispanic children may be underidentified, although these findings are not consistent from sample to sample. In this study the authors examined parental beliefs about the causes of their child's problems as a potential partial mediator between race or ethnicity and special education identification for emotional disturbance. The sample of 1,019 children was drawn from a larger study of at-risk youths who were active in at least one of five public sectors of care. In this sample, parental explanatory etiologies relating to personality and relational issues were found to account for part of the racial or ethnic differences in ED service use for Latino and Asian American/Pacific Islander children.
An Examination of Functional Behavior Assessment in Public School Settings: Collaborative Teams, Experts, and Methodology
Authors: Scott Terrance M. , McIntyre Julianna , Liaupsin Carl , Nelson C. Michael , Conroy Maureen
Published: June 2019

Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.
The Future of Functional Behavioral Assessment in School Settings
Authors: Scott Terrance M. , Kamps Debra M.
Published: June 2019

Although FBA has been a familiar term to those in special education for over 30 years, its formal inclusion into IDEA is relatively recent. Currently, agreement as to the nature, context, and application of the FBA process is, at best, confusing and, at worst, inadequate to direct ellective practice in schools. An analysis of the issues that define FBA as an evidence-based practice in special education lead to the conclusion that function, efficiency, and context are keys to effective implementation of FBA as a school-based practice. Also included is an introduction to the articles in this special issue that serve to clarify future direction in addressing these issues
Using Structural Analysis and Academic-Based Intervention for a Student at Risk of EBD
Authors: Hagan-Burke Shanna , Burke Mack D. , Sugai George
Published: June 2019

This single-case experiment used structural analysis to confirm the instructional conditions in which a third-grade student's problem behaviors occurred. At the time of the study, the student was under consideration for special education referral for an emotional or behavioral disorder. Interviews and preliminary direct observation data suggested that the problem behaviors were triggered by writing assignments. An experimental structural analysis confirmed strong relations between the student's problem behaviors and written expression tasks. Results from the analysis facilitated a classwide academic intervention designed to increase the target student's on-task behaviors during written expression tasks. A single-subject alternating treatments design revealed compelling improvements in the amount of time the student engaged in written expression tasks that were preceded by strategy instruction.
An Example of an Elementary School Paraprofessional-Implemented Functional Analysis and Intervention
Authors: Bessette Kimberly K. , Wills Howard P.
Published: June 2019

The Individuals With Disabilities Education Act mandates the performance of functional assessment for students with severe behavior problems. A functional analysis can be one part of this process but its use has been minimal. This study evaluates whether a paraprofessional could (a) be trained to correctly perform 3 conditions of a functional analysis with a student with severe behavior problems, and (b) be trained to correctly implement a function-based intervention. Procedures included an interview and descriptive assessment; training on performing a functional analysis; a functional analysis; a second descriptive assessment; and a function-based intervention. The results indicate it is possible to train a paraprofessional to accurately perform 3 conditions of a functional analysis, and then correctly implement a function-based intervention.
Agreement of Functional Behavioral Assessment and Analysis Methods with Students with EBD
Authors: Cunningham Echo M. , O'Neill Robert E.
Published: June 2019

Recent years have seen a steady increase in empirical studies of the application of functional behavioral assessment procedures with students with EBD. However, many questions remain concerning efficacy and validity with this population. The present study involves the application of several indirect and direct functional behavioral assessment procedures (e.g., questionnaires, direct observation, analog analyses) with 20 students identified as having EBD. The results of the different methods were compared via descriptive and statistical analyses and indicated that although there was some agreement between certain categories of assessment methods, the indirect methods generally demonstrated poor agreement with the results of the functional analyses. Implications for future research and practice are discussed.
Function-Based Intervention for an Adolescent with Emotional and Behavioral Disorders in Bermuda: Moving across Culture
Authors: Turton Amina M. , Umbreit John , Liaupsin Carl J. , Bartley Judith
Published: June 2019

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional behavioral assessment identified that profanity served a dual function for Saida; that is, it gained attention from staff and enabled her to avoid doing class assignments. An intervention decision model developed by Umbreit, Ferro, Liaupsin, and Lane (2007) was used to develop a function-based intervention. This intervention was first tested through brief reversal probes and then implemented extensively in social studies class. Implementation of the intervention dramatically reduced Saida's use of profanity and correspondingly increased her use of a replacement behavior (indicating “yes” or “no” verbally or by nodding). Social validity ratings by multiple staff members, Saida, and a classmate indicated high acceptability for the intervention. Implications for further studies of intervention design and research across culture are included.
Problems Related to Underservice of Students with Emotional or Behavioral Disorders
Authors: Kauffman James M. , Mock Devery R. , Simpson Richard L.
Published: June 2019

Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses to them; identify and refute negative attitudes toward special education, especially for students with EBD; examine the evidence for false identification; and suggest how research on identification of EBD might be done. Conclusions and recommendations are provided.
Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?
Authors: Nelson J. Ron , Stage Scott , Trout Alex , Duppong-Hurley Kristin , Epstein Michael H.
Published: June 2019

Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test–Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, four were most predictive of low reading skills: demographic characteristics, childhood maladjustment, family functioning, and maternal depression. Within these four domains, the most robust set of individual risk factors were gender, history of psychiatric hospitalization, abusive to animals, and maternal depression. Results, limitations, and implications are discussed.
The Relation of Locus of Control, Anger, and Impulsivity to Boys’ Aggressive Behavior
Authors: Deming Annie M. , Lochman John E.
Published: June 2019

This study attempted to discover how anger, locus of control, and impulsivity are related to aggression. Two pathways to aggression were examined: a cognitive/schema pathway and an emotion/impulsivity pathway. The sample included 242 fourth- and fifth-grade boys. Using data from several questionnaires, teachers reported on levels of reactive and proactive aggressive behaviors, parents reported on the participants’ impulsivity, and the participants reported on locus of control and anger. Results indicated that anger and impulsivity were positively associated with aggression. Internal locus of control for success was negatively associated with aggression. In addition, impulsivity mediated the relation between anger and aggression. Implications for intervention are also discussed based on the mediation results.
Antecedent-Based Interventions for Young Children at Risk for Emotional and Behavioral Disorders
Authors: Park Kristy L. , Scott Terrance M.
Published: June 2019

Following descriptive functional assessment procedures, a brief structural analysis was used to confirm the hypothesized antecedent conditions that preceded problem behavior across three children enrolled in Head Start classrooms. A withdrawal design investigated the effectiveness of antecedent-based interventions to reduce disruptive behaviors and increase on-task behaviors. Brief structural analyses validated hypothesized antecedent conditions for each student, and functional control was demonstrated between the antecedent-based intervention and improved behavior changes. Results indicate that brief structural analysis procedures can be conducted in natural settings and that antecedent-based strategies yielded effective behavior interventions for young children at risk for developing emotional disorders. Teachers reported that assessment procedures were feasible to conduct during ongoing classroom activities and strongly agreed that antecedent strategies were effective, acceptable, and easy to implement.
Reliability of Frequent Retrospective Behavior Ratings for Elementary School Students with EBD
Authors: Burke Mack D. , Vannest Kimberly , Davis John , Davis Cole , Parker Richard
Published: June 2019

This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals for 7 students with, or at risk of, emotional and behavioral disorders. Reliability was examined for both quantitative-based and qualitative judgment-based retrospective teacher behavior ratings. Quantitative-based behavior ratings focused primarily on frequency and duration scales, whereas qualitative-based behavior ratings focused on topography and intensity scales. Findings indicated that reliability can be adequately achieved, although there is variability depending on the type of scale. Implications are discussed as they relate to progress monitoring individual behavioral goals and examining responsiveness to intervention.
A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students with or at Risk of Behavioral Disorders
Authors: Benner Gregory J. , Nelson J. Ron , Ralston Nicole C. , Mooney Paul
Published: June 2019

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b) including studies sampling from students with or at risk of BD, (c) analyzing study outcomes using average effect size estimates as a common metric, and (d) summarizing literature on reading interventions conducted with students with or at risk of BD over nearly four decades (from 1970 to present). Results of the review suggest that effective literacy instruction has a positive effect on the reading skills of students with or at risk of BD. Limitations and future directions are presented.
Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders
Authors: Wills Howard , Kamps Debra , Abbott Mary , Bannister Harriett , Kaufman Jorun
Published: June 2019

This study investigated the effects of small-group reading interventions, implemented within a schoolwide positive behavior support model, on elementary students with and without risk for emotional and behavior disorders. Participating schools and students were part of a larger randomized controlled group study. A subset of the larger study, four experimental and four comparison schools, participated in this current study. Participants included 117 first- through third-grade students who were identified through a systematic screening process as having reading or behavior/reading risk. Direct observation and reading performance measures yielded several important outcomes. Students receiving small-group interventions within the experimental group spent more time in small-group instruction and during that instruction were more actively engaged in reading aloud and academic responding. These differences translated into differential gains between groups on the Dynamic Indicators of Early Literacy Skills—DIBELS nonsense word fluency and oral reading fluency measures. In addition, with intensive small-group reading interventions, students with the combined behavior/reading risk were as responsive to the intervention as students with reading risk alone. No differences were recognized for student conduct or for reading outcomes on the Woodcock Reading Mastery Test. Implications for future research and practice are discussed.
Reading Interventions for Students with Challenging Behavior: A Focus on Fluency
Authors: Oakes Wendy Peia , Mathur Sarup R. , Lane Kathleen Lynne
Published: June 2019

Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students’ oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students’ level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.
Evaluating Effective Writing Instruction for Adolescent Students in an Emotional and Behavior Support Setting
Authors: Mason Linda H. , Kubina Richard M. , Valasa Lauren L. , Cramer Anne Mong
Published: June 2019

A multiprobe multiple baseline design was used to evaluate the effectiveness of strategy instruction in persuasive quick writing with 5 seventh- and eighth-grade students who attended a county alternative placement school for students with severe emotional and behavioral disabilities. Students were taught to plan and write a 10-minute persuasive response using the Self-Regulated Strategy Development instructional model. Instruction was conducted over five 30-minute sessions plus three 10-minute sessions. Positive effects were noted for all students on the primary measure, quality of written responses. The effect of the intervention was maintained over time. All students reported that the instruction benefited performance.
Commentary: Current Status of the Field and Future Directions
Authors: Kauffman James M.
Published: June 2019

Instruction is the most important variable in special education, but it is often overlooked. Special instruction is what makes special education work, yet it is often neglected. We need to know more about how to teach both academic and behavioral skills more effectively, how behavioral and academic skills are interrelated, and how to choose those students who require a specific level of instruction.
A Comparison of the Instructional Context for Students with Behavioral Issues Enrolled in Self-Contained and General Education Classrooms
Authors: Maggin Daniel M. , Wehby Joseph H. , Partin Tara C. Moore , Robertson Rachel , Oliver Reginal M.
Published: June 2019

Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present study investigated disparities in the practices used to support the academic and social achievement of students with and at risk for developing EBD across settings. Results indicated that teachers in self-contained settings were able to provide a greater amount of instruction in small-group settings. However, there were no differences found in the use of effective instructional strategies or practices. Findings are discussed within the context of the academic and behavioral needs of students within the sample.
Systematic Function-Based Intervention for Adolescents with Emotional and Behavioral Disorders in an Alternative Setting: Broadening the Context
Authors: Turton Amina M. , Umbreit John , Mathur Sarup R.
Published: June 2019

Three adolescents (ages 14–17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to identify the functions of their disruptive behaviors. Then, function-based interventions were systematically constructed for each student and implemented for an extended period (nearly 6 weeks) within the most problematic situation in their classrooms. The interventions improved each student's behavior and the effects maintained during follow-up and generalized to instruction in a nonintervention classroom. Social validity data comparing the interventions to baseline practices revealed the function-based intervention had moderately higher social validity among teachers and substantially higher social validity among students.
From self-government to government of the self: Fiscal subjectivity, Indigenous governance and the politics of transparency
Authors: Willmott Kyle
Published: June 2019

In 2013 the Canadian Parliament passed the First Nations Financial Transparency Act (FNFTA). Subject to immediate controversy, the law generated legal and political resistance from Indigenous leaders and scholars. The law requires First Nations governments to post audited consolidated financial statements and the salaries of chiefs and councillors online for public consumption. The article traces the use of transparency as a technology of government to examine how disclosure acts as an organizing mechanism of commensuration and moral scrutiny. The article then shows how transparency and disclosure was directed to rescale critique of the state away from the Canadian government, and toward First Nations governments. The article concludes by examining how bureaucrats envisioned how Indigenous peoples would use transparency and disclosure to reform their political conducts into that of a calculating taxpayer citizenship.