Academic journal article Education & Treatment of Children

Severe Behavior Disorders of Children and Youth: Introduction

Academic journal article Education & Treatment of Children

Severe Behavior Disorders of Children and Youth: Introduction

Article excerpt

This special issue of Education and Treatment of Children represents a peer-reviewed sample of the best research presented at the 32nd Annual Teacher Educators for Children with Behavioral Disorders. The eight articles presented in this special issue were reviewed and selected for publication by consulting editors from Education and Treatment of Children and other researchers from the field with specific expertise in the topic of the article. The articles address a broad range of topics in the field of emotional and behavioral disorders.

The current focus on implementation of empirically supported practices requires not only the conduct of new research and the review of previous findings, but information that assists practitioners in putting effective strategies to use. In "Forty Years Later--The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders," Hester, Hendrickson and Gable revisit three commonly recommended classroom intervention strategies; praise, planned ignoring, and classroom rules. The authors describe the research supporting each strategy and provide guidelines to assist teachers in implementing them effectively.

The theme of empirically supported practice is continued in an article by Jeffrey, McCurdy, Ewing, and Polis. In, "Class-wide PBIS for Students with EBD: Initial Evaluation of an Integrity Tool," these authors focus on a key to effective use of evidence-based practice: treatment integrity, or the degree to which an intervention is implemented as intended. The authors describe the outcomes of a pilot project that provided frequent monitoring and performance feedback to nine classroom teachers on their use of specific classroom management strategies with students with emotional and behavioral disorders. Initial findings showed improved consistency in teacher behavior and increases in student on-task behavior. The authors discuss the possibilities for large-scale implementation of treatment integrity monitoring.

While the use of effective interventions often focuses on the classroom setting, Wheatley, West, Charlton, Sanders, and Smith demonstrate an economical intervention for improving behavior in a school common area; the lunchroom. In "Sustainable Behavior Support: A Praise Note System for Improving Behavior in an Elementary School Lunchroom," the authors show how an evidence based practice (differential reinforcement for incompatible behaviors) can be effectively implemented by attending to critical elements of a systematic approach: program intensity, delivery, and sustainability.

The development and implementation of function-based interventions continues to be an important topic in the field of emotional and behavioral disorders. Lane, Eisner, Kretzer, Bruhn, Crnobori, Funke, Lerner, and Casey add to the literature base in this area with "Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting." In this study, they apply a systematic function-based intervention methodology with two first-grade students in a job-share classroom. The authors describe the functional relationship between the intervention procedures and student academic engaged time as well as the teacher and student ratings of social validity.

One of the challenges in developing high quality intervention plans is dealing with multiple competing reinforcers. …

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