Introduction
The Teacher Educators for Children with Behavioral Disorders (TECBD) Conference has long been a cornerstone for advancing the knowledge and skills of educators working with children who have behavioral disorders. The latest special issue of the Education & Treatment of Children journal, stemming from the 2020 TECBD Conference, offers valuable insights and actionable strategies for practitioners. This blog will explore key findings from the special issue and provide guidance on how practitioners can implement these research outcomes to improve their skills and outcomes for children.
Professional Learning Needs in Tiered Systems of Support
Understanding the professional learning needs of educators implementing the Comprehensive, Integrated, Three-Tiered (Ci3T) model is crucial. Common et al. surveyed faculty and staff from 25 elementary schools across five districts to identify their professional learning needs. The study found that:
- Educators reported high levels of implementation for core Ci3T features.
- The top three areas for professional learning were behavior de-escalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns.
- Preferred professional learning avenues included in-district workshops, online courses for college credit, teacher collaboratives, and one-to-one coaching or mentoring.
Practitioners can leverage these findings to prioritize their professional development in these key areas and seek out the most effective learning modalities.
Importance of Treatment Integrity
Buckman et al. highlighted the critical role of treatment integrity in the effectiveness of tiered systems of support. Their systematic review found that:
- 85% of included studies reported procedures for treatment integrity.
- 75% reported treatment integrity data for Tier 1 implementation.
- Self-report and permanent product evaluation were the most commonly used methods, while direct observation was least frequently used.
Practitioners should prioritize monitoring and reporting treatment integrity to ensure the effectiveness of their interventions and make data-informed decisions for Tier 2 and Tier 3 supports.
Self-Regulated Strategy Development (SRSD)
Losinski et al. conducted a multiple-baseline design study to examine the effects of SRSD on long division outcomes for 5th-grade students. The study found that:
- All three student participants increased correct responses and rubric scores.
- The intervention was implemented with high fidelity and rated as socially valid.
Practitioners can consider incorporating SRSD into their instructional strategies to enhance students' academic performance and ensure the intervention is both effective and socially valid.
Precision Request and Behavior Management
Sabey et al. analyzed the impact of precision request on teachers' use of punishment and praise. Their study revealed that:
- Precision request was positively related to increased use of praise.
- Reprimands and response cost did not significantly reduce noncompliance.
Practitioners can use precision request as an antecedent strategy to promote desired behaviors in students with emotional and behavioral disorders (EBD). Future research should explore the necessity of punishment in behavior management strategies.
Resources for Behavior Management
Beahm et al. investigated the resources educators use for behavior management strategies. Their mixed-methods study found that:
- Colleagues were the most trusted and frequently used resource.
- Internet media received the lowest ratings despite high usage.
Practitioners should consider leveraging their professional networks and trusted colleagues for behavior management resources while being cautious about the reliability of internet media.
Conclusion
The TECBD Conference special issue provides a wealth of knowledge and practical strategies for educators working with children who have behavioral disorders. By focusing on professional learning needs, treatment integrity, effective instructional strategies, and reliable behavior management resources, practitioners can enhance their skills and create better outcomes for children. To read the original research paper, please follow this link: Introduction to the Special Issue: Teacher Educators for Children with Behavioral Disorders (TECBD) Conference.
