Offering behavioral assistance to Latino students demonstrating challenging behaviors

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little longitudinal effectiveness, with detrimental outcomes for the referred student, particularly students from Latino backgrounds. With enrollment projections indicating Latinos will become the majority in U.S. schools, educators are presented with the opportunity to shift away from past practices and implement evidence-based practices that concurrently assist students while addressing challenging behaviors. In this paper, the authors discuss past disciplinary practices, the adverse effects on Latino students, and offer recommendations on implementing functional behavioral assessment as a means to better meet the needs of Latino students demonstrating challenging behaviors.peer-reviewe

Youth Residing in Out-of-Home Placements: Examination of Behavior and Academic Achievement

A data set from the National Survey of Child and Adolescent Well-Being II was analyzed to determine if significant relationships existed between participants’ internalizing and externalizing scores on the Child Behavior Checklist (CBCL) and their (a) scores on assessments of academic achievement and (b) behavior problems leading to suspension or expulsion. Results indicated that participants’ scores on the CBCL were not predictive of their academic achievement but were predictive of their numbers of behavior problems leading to suspension or expulsion

Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of the Importance of Selected Professional Standards of Practice

Utilizing the Council for Exceptional Children’s (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results indicated that graduates viewed the CEC standards as important to their work. Further, a multiple regression model examined specific demographic variables (i.e., total years of teaching experience, positions graduates currently held, graduates’ feelings about working with students with EBD, and their feelings as to causal factors leading to EBD) as predictors for how graduates perceive the importance of using the CEC standards. Unfortunately, the regression model did not predict the graduates’ perceived importance in using the CEC standards; however, graduates’ years of teaching experience with students with EBD was a significant predictor for three of the standards

Perceptual Differences in Quality Standards Among Teachers and Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders

Current legislation requires school personnel to identify indicators of quality instruction for all students—including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related service personnel

Technology-Mediated Instruction in Distance Education and Teacher Preparation in Special Education

In this article, the authors examine the literature on distance education and offer a brief chronology of its past-to-present development, with special attention to the evolution of technology-mediated instruction. They document some of the major trends related to both theoretical and practical aspects of distance education. In particular, they look at the significance of the design of instruction and the importance of preserving faculty-student communication. Next, they look at the challenges as well as opportunities that distance education affords students, faculty, and institutions of higher education. Finally, the authors summarize what they believe to be major issues to be resolved if educators are to improve the quality of distance education and speculate about what the future might hold with regard to distance education and special education. Reprinted by permission of the publisher

Investigation on the Practice of the Functional Behavioral Assessment: Survey of Educators and Their Experiences in the Field

The functional behavioral assessment (FBA) has been a hallmark practice amongst educators working with students demonstrating challenging behaviors. Although the process has been mandated in special education since the Individuals with Disabilities Education Act of 1997, the FBA varies in form and implementation across the United States of America (USA). Using a survey format, educators from Midwestern USA were asked to share their experiences as to how FBAs are conducted. Results indicated educators were strongly assured on FBA form and implementation but indicated reservations on culture as a factor on behavior. Discussion on results and suggestions for future research are offered

Investigation on the practice of the functional behavioral assessment: Survey of educators and their experiences in the field

The functional behavioral assessment (FBA) has been a hallmark practice amongst educators working with students demonstrating challenging behaviors. Although the process has been mandated in special education since the Individuals with Disabilities Education Act of 1997, the FBA varies in form and implementation across the United States of America (USA). Using a survey format, educators from Midwestern USA were asked to share their experiences as to how FBAs are conducted. Results indicated educators were strongly assured on FBA form and implementation but indicated reservations on culture as a factor on behavior. Discussion on results and suggestions for future research are offered

Newspaper coverage of runaway in China

This exploratory, descriptive study examines the coverage of Chinese-medium newspapers on runaway youth in China from 2000 to 2008. We found 209 newspaper articles reporting runaway cases from a sample of 27 Chinese newspapers. Consistent with what has been reported in the Western literature, family- and school-related problems account for the main reasons for many runaway cases. We also learned of other triggers to runaway that are unique in China. These unique factors include Internet addiction, falling in virtual love, escape from poverty, and searching for parents. Drawing from the data, we made several recommendations on the provisions for the runaways in China. (C) 2012 Elsevier Ltd. All rights reserved