Council for Children with Behavioral Disorders (CCBD; a division of the Council for Exceptional Children) will hold it’s 2010 International Forum 11-12 February in New Orleans (LA, US). The theme for the conference is “Research Into Practice: Achieving Academic and Social Competence with Challenging Students.” Registration is limited. Learn the full program and other details from the Web page describing the conference.
Archive for the 'Professsional development' Category
Over on Behavior Mod Info there’s a post describing an up-coming conference on behavior analysis and Autism. Link to the post.
Sheldon Braaten announced that the call for papers for the regular conference sponsored by the Council for Children with Behavior Disorders has been extended. Here’s the text of his message.
8th Biennial International Conference on Children and Youth with Behavioral Disorders
“Strategies for Promoting Academic and Behavioral Competence of Students with Emotional/Behavioral Disorders”
At the
Four Points by Sheraton Denver Southeast
Denver, Colorado
September 23-26, 2009Call for Proposals – Deadline has been Extended
Continue reading ‘CCBD call for papers extended’
The Council for Children with Behavior Disorders (CCBD), an international group concerned about children and youths with EBD, published statements about the use of seclusion and restraint with students. Although the documents appear to be in preliminary form, they began circulating on the Internet today, so I’m posting copies of the PDFs here. Watch for an update of them.
- CCBD’s Position Summary on Physical Restraint & Seclusion Procedures in School Settings
- CCBD’S Position Summary on the Use of Physical Restraint Procedures in School Settings
- CCBD’S Position Summary on the The Use of Seclusion in School Settings
Reporting on US National Public Radio’s Morning Edition, Joanne Silberner presented a story about police officers handling incidents in which they encounter people with emotional and behavior disorders who are behaving in ways that appear threatening to the officers. Although her story uses adult cases for illustrations, this topic should also be of interest for youths who have EBD and for the families of children with EBD.
Here’s an excerpt from Ms. Silberner’s report.
It’s a situation no one wants to see: An armed police officer is called because someone is in the throes of a psychotic episode. “How the officer handles that situation can have a significant impact,” says Russell Laine, head of the International Association of Chiefs of Police.
Continue reading ‘Officer training for handling incidents’
Later this month Ronald Leaf and Mitch Taubman of Autism Partnership will present a workshop in the Los Angeles area, and it is likely to be of interest and benefit to some readers of EBD Blog. The session. entitled “It Has To Be Said! ‘I’m mad as hell and I’m not going to take it anymore,’” promises to discuss contemporary topics such as causes, alternative treatments, inclusion, effectiveness, and more. It’s slated for 8:30 AM -2:30 PM 26 February 2009 in Seal Beach (CA, US). Here’s a special plus: Unlike many workshops, this one will not costs $100s—It’s only $90 per person ($75 for parents)!
I wonder what they’re mad about. Could it be the lunchmeat that is served as fine food in the Autism world? I hope someone who attends will report back to me by dropping a comment.
Download an announcement (PDF) of the workshop.
Over on FAQAutism, Cathy Knoll has a pair of posts advising a student teacher about handling outburst by a student with Autism. The student teacher described the situation in this way:
The student teacher wrote that she is in an elementary classroom this semester, and is concerned about a youngster in the class. The student teacher reported the details of an episode that involved changing the regular classroom routine. She said, “One day I let the class vote on our reading activity. Their choices were (1) I would start a new book for our regularly scheduled ‘Read Aloud’ time, or (2) the students would read their new Scholastic News magazine independently at their desks. The class voted to read at their desk and finish a writing project for our bulletin board from earlier in the day. The girl with autism had voted for me to read aloud like I normally do at that time of day. However, the majority won. She couldn’t handle it and started yelling. I asked her quietly and calmly if she would like me to show her the new book that I would start reading to the following day. She screamed at me, ‘No. Never in a million years will I look at that book. I never want to hear you read anything ever again!’ Then she ran across the room and hid in a corner and started rocking back and forth.”
Ms. Knoll characterized the situation in terms of inflexibility and anger management. After remarking that she would not have students vote on activities, she makes a couple of sensible suggestions: (a) “The most effective way to prevent emotional meltdowns for an inflexible student is to develop a regular, predictable classroom routine” and (b) “Jot down quick notes every time he has a tantrum: the time it starts and the time it stops.”
I was pleased to see this tip-toe toward an antecedent-behavior-consequence analysis. Too bad that the recommendations do not go all the way to a functional behavior analysis. There are plenty of good resources on how to affect such analyses. It would be helpful to guide teachers to these methods of ascertaining what environmental features are sustaining a students “tantrums.”
Link to the two posts (#1 and #2) on FAQAustim advising a student-teacher about addressing tantrums.
For schools and local education agencies that are doing a good job of working collaboratively with local mental health agencies or aspire to do so, here is a fine funding opportunity. Wrap-around systems of care have well-known benefits for children and youths with Emotional and Behavioral Disorders.
Grants for the Integration of Schools and Mental Health Systems (Federal Register: January 12, 2009 [CFDA# 84.215M])
Purpose of Program: Grants for the Integration of Schools and Mental Health Systems will provide funds to increase student access to high-quality mental health care by developing innovative approaches that link school systems with the local mental health system.
==> Applications Available: January 12, 2009.
==> Deadline for Transmittal of Applications: February 23, 2009.
Eligible Applicants: State educational agencies (SEAs), local educational agencies (LEAs), including charter schools that are considered LEAs under State law, and Indian tribes.
==> Estimated Range of Awards: $150,000-$400,000.
==> Estimated Average Size of Awards: $325,000.
==> Estimated Number of Awards: 15.
Link to the request for proposals. For more about wrap-around services, see the following sources.
- Burchard, J. D. (2000). How wraparound can help overcome three common barriers to successful transition services. Reaching Today’s Youth, 2(4), 49-51.
- Duckworth, S., Smith-Rex, S., Okey, S., Brookshire, M., Rawlinson, D., Rawlinson, R., Castillo, S., & Little, J. (2001). Wraparound services for young schoolchildren with emotional and behavioral disorders. Teaching Exceptional Children, 26, 54-60.
- Eber, L., Nelson, C. M., & Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63, 539-555.
- Eber, L. (1996). Restructuring schools through wraparound approach: The LADSE Experience. In R. J. Illback & C. M. Nelson (Eds.), School-based services for students with emotional and behavioral disorders (pp. 139-154). Binghamton, NY: Haworth.
- Eber, L., & Nelson, C. M. (1997). Integrating services for students with emotional and behavioral needs through school-based wraparound planning. American Journal of Orthopsychiatry, 67, 385-395.
- Epstein, M. H., Kutash, K., & Duchnowski, A. (Eds.), Outcomes for children and youth with behavioral and emotional disorders and their families. Austin, TX: Pro Ed.
- Malysiak, R. (1997). Exploring theory and paradigm base for wraparound. Journal of Child and Family Studies, 6, 399-408.
- Malloy, J., Cheney, D., & Cormier, G. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavioral disabilities. Education and Treatment of Children, 31, 303-320.
- VanDenBerg, J. E., & Grealish, E. M. (1997). Individualized services and supports through the wraparound process: Philosophy and procedures. Journal of Child and Family Studies, 5, 7-21.
- Walker, J. S., & Schutte, K. (2003). Individualized Service/Support Planning and Wraparound: Research bibliography. Portland, OR: Portland State University, Research and Training Center on Family Support and Children’s Mental Health.
Here’s a special opportunity to learn about how to address challenging behavior problems. This is a star-studded line-up.—JohnL
International Council for Children with Behavioral Disorders
Professional Development
2 0 0 9 International Forum
Achieving Academic and Social Competence: Improving Educational Outcomes for Challenging Students
Tuscany Suites and Casino
Las Vegas, Nevada
January 30-31, 2009
Continue reading ‘CCBD forum 2009′
EBD Blog Comments