Introduction
At TinyEYE, we are committed to providing exceptional online therapy services to schools. To support our practitioners in enhancing their skills, we draw upon the latest research and findings. One such valuable resource is the special issue of the Education & Treatment of Children journal, which highlights outcomes from the Teacher Educators for Children with Behavioral Disorders (TECBD) Conference. This blog post delves into the key findings and practical applications from this special issue, aiming to empower practitioners to improve their skills and encourage further research.
Key Findings and Practical Applications
Effective Teacher Practices
Scott and Gage's research underscores the importance of early use of effective teacher practices to produce positive student outcomes. By focusing on behavioral strategies such as teaching focus, opportunities to respond, and performance feedback, teachers can significantly enhance student engagement and reduce disruptions. Implementing these strategies early, especially in elementary schools, can lead to fewer suspensions and higher academic proficiency.
Social Skills Intervention
Hartzell and colleagues demonstrated the effectiveness of a social skills intervention package for students with emotional and behavioral disorders (EBD). By providing individualized, explicit social skills instruction paired with adult prompting and peer reinforcement, the intervention successfully increased social engagement in various settings. Practitioners can adopt similar approaches to address social skill deficits in students with EBD.
Precision Requests
Sabey et al. examined the effectiveness of precision requests in improving student compliance. This intervention involves delivering precise verbal directions to enhance compliance without adverse effects on latency. The study found that precision requests increased student compliance, making it a valuable tool for practitioners working with students with EBD.
Tiered Coaching Strategies
Ennis and colleagues explored the use of tiered coaching strategies to support early childhood teachers in implementing behavioral strategies. The study highlighted the effectiveness of Tier 2 and Tier 3 coaching supports in increasing the use of behavior-specific praise, precorrection, and instructional choice. Practitioners can benefit from incorporating tiered coaching strategies to enhance their teaching practices.
Professional Learning and Collaboration
Lane et al. and Levine-Brown et al. emphasized the importance of professional learning and collaboration among educators. By participating in practice-based professional learning series and establishing successful collaborations, educators can improve their knowledge, confidence, and job satisfaction. Practitioners should seek opportunities for ongoing professional development and collaborative relationships to enhance their effectiveness.
Addressing Mass School Shootings
Collins et al. discussed the critical issue of mass school shootings and the need for effective prevention and intervention strategies. The authors advocate for threat assessments as a more effective model compared to zero-tolerance procedures. Practitioners, policymakers, and researchers must collaborate to develop and implement comprehensive strategies to address school violence.
Conclusion
The special issue of the Education & Treatment of Children journal provides valuable insights and practical applications for practitioners working with students with behavioral challenges. By implementing evidence-based instructional practices, social skills interventions, precision requests, tiered coaching strategies, and fostering professional learning and collaboration, practitioners can significantly enhance their skills and improve student outcomes. Additionally, addressing critical issues such as mass school shootings requires a collaborative effort among professionals, policymakers, and researchers.
To read the original research paper, please follow this link: Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference.
