Severe Behavior Disorders of children and youth: editors' introduction.

Severe Behavior Disorders of children and youth: editors' introduction. This special edition of Education and Treatment for Children (ETC ETC - ExTendible Compiler. Fortran-like, macro extendible. "ETC - An Extendible Macro-Based Compiler", B.N. Dickman, Proc SJCC 38 (1971). )celebrates the best papers presented at the 30th Annual TeachersEducators for Children with Behavioral Disorders (TECBD) conference inNovember 2006. This 30-year milestone for the conference clearlyestablishes it as one of the premier venue for our discipline whereresearchers, teacher educators, and educators can meet to share ideaswhich positively influence our field of emotional and behavioraldisorders (EBD EBDEmotional or behavioral disorder ). The 13 articles published in this volume have beenspecifically chosen for their broad appeal and focus on evidence-basedpractice. We begin this issue with C. Michael Nelson's tribute to Dr.Robert Rutherford Robert Rutherford (October 20, 1728– October 10, 1803) was an American pioneer, soldier and statesman from western Virginia. He represented Virginia in the United States House of Representatives from 1793 until 1797. , who passed away this spring. The tribute recalls thehistory of Dr. Rutherford's involvement as the founder of the TECBDconference, his leadership and editorial positions with CCBD CCBD Council for Children with Behavior Disorders (Council for Exceptional Children)CCBD Configuration Control Board DirectiveCCBD Comprehensive Center for Bleeding DisordersCCBD Configuration Control Board Data , and hislong-term commitment as editor of this special edition of ETC. Dr.Rutherford was adored by all and will be deeply missed. This tribute isfollowed by a keynote address keynote addressn.An opening address, as at a political convention, that outlines the issues to be considered. Also called keynote speech.Noun 1. on ethics by Sarup Mathur, president ofthe Council for Children with Behavior Disorders. In "Understandingemotional and behavioral disorders: Are we paying the cost of borderlineethics", she reflects on our policies, practices, and services forstudents. She reminds us of us that we still have a lot to discover andmuch work remains in helping children with EBD. The next two articles in this issue present us with theeducators' perspectives on our field. Timothy Landrum, Brian Cook For other persons named Brian Cook, see Brian Cook (disambiguation).Brian Joshua Cook (born December 4, 1980 in Lincoln, Illinois) is a power forward for the Los Angeles Lakers of the National Basketball Association. ,Melody Tankersley, and Shawn Fitzgerald's study on "Teacherperceptions of the usability of intervention information from personalversus data-based sources" investigates teacher preferences foraccessing research. This study has broad implications in disseminatingresearch-to-practice teaching strategies. Following this is an articleauthored by Lori Anderson and Jo Hendrickson examining the correlationbetween new teacher knowledge and their classroom use of individualsupport strategies in "Early-career EBD teacher knowledge, ratingsof competency importance, and observed use of instruction and managementcompetencies". Implications for teacher education changes arediscussed. The implementation of functional behavior assessments (FBA's)are the focus of three articles in this issue. First, Erica Blood andRichard Neel, authors of "From FBA FBA Federal Bar AssociationFBA Functional Behavior AssessmentFBA Fibre Box Association (North America)FBA Forms Based Authentication (Microsoft Outlook Web Access)FBA Florida Bicycle Association to implementation: A look atwhat is actually being delivered", share the results of theirresearch on the actual impact of FBA's on behavior interventionsplans. Teacher interviews from elementary through high school wereconducted to assess the degree of implementation. Next, the results ofan FBA and a peer-mediated intervention plan are examined in"Behavioral intervention behavioral interventionBehavior modification, behavior 'mod', behavioral therapy, behaviorism Psychiatry The use of operant conditioning models, ie positive and negative reinforcement, to modify undesired behaviors–eg, anxiety. planning: Increasing appropriate behaviorof a socially withdrawn student". This study by LynetteChristensen, K. Richard Young, and Michelle Merchant utilized asingle-subject design combined with qualitative data gathered from theteacher, students, and peer-mentor. Again, the alignment between FBAplans and actual implementation of the plan is studied. Finally, weconclude our FBA section by examining treatment fidelity in a study byBrenna Wood, John Umbreit, Carl Liaupsin, and Frank Gresham titled"A treatment integrity analysis of function-basedintervention". This study sheds light on the difference in studentbehavior observed when an FBA derived treatment was implemented with andwithout fidelity. Implications for research and practice are examined.Treatment fidelity, as an important intervention factor, is furtherexamined in the article "Treatment fidelity in applied educationalresearch: Expanding the adoption and application of measures to ensureevidence-based practice". Here, Stephen Smith, Ann Daunic, andGregory Taylor discuss their implementation of a framework for reportingtreatment fidelity in research. Monitoring the accuracy of classroominterventions is a timely topic since reports of treatment fidelity inspecial education literature is limited. The next four articles in this issue keep us firmly planted inexamining important school issues. In "Identifying and supportingstudents at risk for emotional and behavioral disorders withinmultilevel models: Data driven approaches to conducting secondaryinterventions with an academic emphasis", Katheen Lane questionsthe common three-tiered model of behavior intervention support andexamines how we can address their shortcomings. This stimulatingdiscussion provides illustrations from the elementary and middle schoollevel. Then, Joao Lopes analyzes academic achievement and emotional andbehavior problems. His article, "Prevalence and comorbidity ofemotional, behavioral and learning problems: A study of 7th-gradestudents", provides us with yet another reason to focus on theacademic health of our students. Regression analysis In statistics, a mathematical method of modeling the relationships among three or more variables. It is used to predict the value of one variable given the values of the others. For example, a model might estimate sales based on age and gender. was applied toinvestigate the relation between academic performance and students withEBD throughout the school year. Next, Kathleen McCoy and Emily Hermansenpresent research on "Video modeling for individuals with autism autism(ô`tĭzəm), developmental disability resulting from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. : Areview of model types and effects". This literature review analyzesthe impact of the various models of this classroom intervention.Practitioners will be interested the rich descriptive summaries of theoutcomes for each study. Finally, in "State policies concerning theuse of seclusion seclusionForensic psychiatry A strategy for managing disturbed and violent Pts in psychiatric units, which consists of supervised confinement of a Pt to a room–ie, involuntary isolation, to protect others from harm timeout in schools", authors Joseph Ryan, ReecePeterson, and Michelle Rozalski examine the controversial issue oftime-outs as classroom interventions and review all state guidelines andpolicies on this topic. Readers will be interested to find out if theirstate provides information on this topic (since many do not) or if theirstate includes the recommended components identified in researchliterature. We end this issue with a nod to the future. James Kaufman provideshis views on the contrast between a medical model for service deliveryand the legal model which currently dominates special education law. Hisarticle, "Conceptual models and the future of specialeducation" may require us to rethink our assumptions about ourfield as we move forward in serving students. As editors, we hope that the collection of articles assembled forthis issue will both challenge you to strive towards producing betteroutcomes for students with EBD and empower you to lead an ethical pathof integrity in service delivery. We thank all the reviewers who devotedconsiderable time and provided constructive feedback on manuscriptssubmitted for possible publication in ETC. We look forward to seeing youat the next TECBD conference. Robert B. Rutherford, Sarup R. Mathur, and Daniel J. GulchakCo-Editors