Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional/Behavioral Disorders

In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert that unresolved issues surrounding translating scientific research into classroom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals for removing obstacles to better preparing those who serve students with E/BD. Reprinted by permission of the publisher

Closing the Gap Between Technological and Best Practice Innovations: TPACK and DI

Implementing differentiated instruction with the fast changing landscape of technology is a complex process (Fullan, 2014; Tomlinson; 2014) and requires widespread diffusion of multiple innovations by educators (Meyer, 2004). However, most U.S. classrooms remain stagnant in their attempts to successfully incorporate innovative pedagogies (Darling-Hammond, 2010; November, 2014; Prensky, 2010; Robinson, 2011). Thus Fullan (2014) reported, “The time is right to bring together knowledge of systems change, new pedagogies and technologies that allow change to scale through diffusion” (p. 13). To understand this problem, this pragmatic, mixed-methods study (Creswell, 2009) collected data through the following condensed research questions: What are the relationships between educators’ TPACK and DI self-efficacy and the following demographics: grade level, years of teaching, adopter category, device-student ratio, professional development hours in technology or DI, class size, certification(s), and educational background? How do teachers describe their use of technology to differentiate instruction? A questionnaire with open-ended questions provided quantitative and qualitative data (N=72). Of the respondents, 22% were categorized as innovators and 32% as early adopters-considered teacher leaders. Even though both groups demonstrated more confidence with DI-T than later adopter categories, neither showed significantly stronger TPACK. However, Grade 8-12 teachers demonstrated significantly higher TPACK and self-efficacy to DI than pre-kindergarten to grade 4 teachers. Qualitative themes confirmed the problem. Educators demonstrated misconceptions of TPACK and self-efficacy to DI, and these innovative practices were not successfully being diffused. Thus, recommendations identified specific professional development needs, and for educational systems to create communication channels to more rapidly diffuse innovational pedagogies

Strategies for Maintaining Positive Behavior Change Stemming from Functional Behavioral Assessment in Schools

Nationwide, schools are struggling to prepare IEP teams and other school personnel to conduct functional behavioral assessment and develop positive behavioral intervention plans and supports. While there is a growing evidence that functional behavioral assessment is effective in identifying the reason(s) behind student misbehavior, less is known about producing positive, long-term changes that are both functionally and socially relevant. Drawing upon the available research, we explore an emerging technology for promoting maintenance and generalization of behavior change. We discuss various strategies and procedures and offer recommendations to IEP teams regarding maintaining positive changes in student behavior that stem from functional behavioral assessment in schools. Reprinted by permission of the publisher

Supporting New Teachers: Aligning Professional Development to Educator Evaluation Data

Professional development programs and teacher evaluation systems should go hand-in-hand to support teachers across all career stages (Danielson, 2007). The professional development (PD) opportunities in a K-12 district were examined to determine the extent to which they related to, and supported, the novice teachers’ rating on their evaluations. This district addressed teacher evaluation and teacher professional development jointly with their local and state level teachers’ unions with the collective “conception of teacher evaluation as part of a teaching and learning system that supports continuous improvement” (Darling-Hammond, 2014, p. 5). However, in 2014/15, this district did not have a mentoring/induction program to specifically address the PD needs of novice teachers. This study re-examined the data from a mixed-methods study of the perceived confidence of educators in relation to their PD needs and their evaluation standards (Torregrossa, 2015) to address the following research questions: What is the relationship between teachers’ perceived PD needs and the demographic variable of number of years teaching? What are the perceived PD needs of novice teachers (1 to 3 years in the profession) in the following educator evaluation areas: Standard 1: Planning and Preparation, 2: Classroom Environment, 3: Instruction, and 4: Professional Growth and Responsibilities? The respondents to the initial study’s (Torregrossa, 2015) online questionnaire (N=602) were a subset of the district’s 967 educators. The questionnaire, with openended questions and a 5-point Likert scale, indicated the predominate PD needs of teachers across all grade spans and years of service. For the purposes of this paper, the specific focus was on the data for new teachers (perceptions of confidence on their evaluation rubric and their professional development needs). This current study analyzed the data specifically within the demographic variable of number of years (1-3) in the profession. The results indicated the demographic of number of years teaching had an impact on perceived confidence (1-3, 4-6 \u3c 16-20, 20+). Further, the data showed that novice teachers have the greatest significant discrepancy in confidence on the evaluation tasks within Evaluation Standard Two - Classroom Environment (7 of 9 tasks = 78%): Understanding the Importance of Content (F=8.14, p\u3c.001, 3 ת²=.00),Setting Expectations for Learning and Achievement (F=8.38, p\u3c.001, ת²=.07), Managing Instructional Groups (F=4.71, p\u3c.001, ת²=.04), Managing Student Transitions (F=3.38, p\u3c.005, ת²=.03), Managing Materials and Supplies (F=3.74, p\u3c.002, ת²=.03), Setting Behavioral Expectations (F=7.52, p\u3c.001, ת²=.06), and Responding to Student Misbehavior (F=9.39, p\u3c.001, ת²=.08). Through this study, several overarching themes were identified for professional development to support novice educator practice and evaluations. The data indicated novice teachers have a lower perceived confidence level on 50% of the evaluation elements compared to their more veteran peers. There is a clear need for this district to establish a mentor/induction program to assist with supporting new teachers in the areas of planning and preparation, establishing the classroom environment, and instructional strategies

Sometimes, Practice Makes Imperfect: Overcoming the Automaticity of Challenging Behavior by Linking Intervention to Thoughts, Feelings, and Action

In schools throughout the country, education personnel express concern over the aggressive and antisocial behavior of children and youth. The frequency and severity of these acts compel us to find more effective strategies for decreasing and eliminating these behaviors. In this article, we argue for a broader explanation of the nature and treatment of aggressive behavior, especially when it rises to what is essentially an automotive response level. We contend that both assessment and intervention must account for internal and external influences on behavior and that treatment should encompass cognitive, affective, and behavioral dimensions of the problem. Finally, we discuss the advantages and limitations of a multifaceted approach to dealing with antisocial and aggressive behavior of children and youth

Aligning Professional Development to an Educator Evaluation System to Support Teachers

The professional development (PD) opportunities for teachers in a K-12 district were examined to determine the extent to which they related to, and supported, the teachers’ rating on their evaluations. This district addressed teacher evaluation and teacher professional development jointly with their local and state level teachers’ unions with the collective “conception of teacher evaluation as part of a teaching and learning system that supports continuous improvement” (Darling-Hammond, 2014, p. 5). This mixed-methods study examined the perceived confidence of educators in relation to their PD needs and their evaluation standards utilizing an online questionnaire and a focus group to address the following two research questions: What are the perceived PD needs of K-12 teachers in the following educator evaluation areas: Standard 1: Planning and Preparation, 2: Classroom Environment, 3: Instruction, and 4: Professional Growth and Responsibilities? What is the relationship between the teachers’ perceived PD needs and the following demographic variables: grade span, number of years teaching, number of years teaching in current certification area, regular/special education teaching experience, number of hours of PD taken the prior year, and amount of PD taken in the areas of their Student and Professional Growth Goals? The participants of the focus group (N=8) were a sub-set of the respondents to the online questionnaire (N=602), which was distributed to all of the district’s educators. The questionnaire, with open-ended questions and a 5-point Likert scale, indicated the predominate PD needs were in Evaluation Standard Three – Instruction: Explaining the Content (F=10.83, p\u3c.001, ת²=.09) Using a Variety of Discussion Techniques(F=9.83, p\u3c.001, ת²=.08), and Setting Expectations for Learning (F=9.78, p\u3c.001, ת²=.08), all of which indicated the demographic of number of years teaching had the greatest impact on perceived confidence (1-3, 4-6 \u3c 16-20, 20+). The focus group transcripts were theme coded with the dominant theme; job specific content-based PD (63%), supporting the quantitative data. Several overarching themes were identified for professional development to support educator practice and evaluations which included: a mentor/induction program to assist with supporting new teachers, content specific PD, instructional strategies, job- 3 embedded PD, expanded length of courses, instructional technologies, and strategies for communicating with parents

Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs

The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selected evidence-based practices were featured that are applicable to learners with special needs, thereby supporting the development of effective inclusive education, especially for students from culturally and linguistically diverse backgrounds

Behavioral Problems in Schools: Ways to Encourage Functional Behavior Assessment (FBA) of Discipline-Evoking Behavior of Students with Emotional and/or Behavioral Disorders (EBD)

Functional behavioral assessment (FBA) of aggressive and negative behaviors that lead to suspension and expulsion is mandated for students with disabilities in the Individuals with Disabilities Education Act (IDEA) of 1997. This legal requirement is problematic for many school districts as well as teacher preparation programs in that numerous barriers to effective application of FBA exist within our educational institutions. The present article discusses some of the major challenges school districts personnel face in implementing FBAs. A school improvement initiative, Success4, is presented to illustrate an approach that the state of Iowa is taking to overcome these challenges. Finally, we present arguments for fundamental changes in educational policies and practices in order to enhance school district effectiveness and accountability in conducting functional behavioral assessments. Reprinted by permission of the publisher

Character education in Portugal

Around the world, children who can exercise their right to attend school spend a significant part of their lives within the education environment. Therefore, schools have a great deal of influence on children’s development beyond the academic realm. Given this accessibility to children, schools have opportunities to help children develop positive character traits. Each community must determine what role schools will play in providing character education and what content would be delivered through character education programs. This article explores these issues associated with character education within Portugal, including who should be responsible for providing character education and how it can best be transmitted.(undefined

Maintaining the Integrity of FBA-Based Interventions in Schools

The best interventions and best laid plans are brought into jeopardy when they are implemented inappropriately or of insufficient duration. Six factors that affect fidelity of treatment in relationship to functional behavioral assessment (FBA) are discussed: a) understanding the function of and the contextual valuables that support target behavior, b) adult knowledge of effective interventions, c) adult acceptance of the intervention, d) selection of suitable replacement behavior, e) selection of the standard to judge behavior change, and f) utilization of procedures to enhance integrity of implementation. Examples and suggestions for improving treatment fidelity in schools are offered