Behavior Today

Arizona State University, in collaboration with CCBD, is proud to announce the Call for Proposals for the

40th annual Teacher Educators for Children with Behavioral Disorders (TECBD) Conference

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Dear CCBD members, we are pleased to announce a survey study which seeks to determine the college preparation and job support needs of teachers who work with children with emotional and behavioral disorders (EBD).  The study is being conducted by Leroy Smith for his Walden University dissertation.  The researcher invites participation by all teachers of students with Emotional Disturbance, Severe or Serious Emotional Disorders, Behavior Emotional Disabilities, Emotional Impairment, or Emotional Behavior Disorders. Read more >

After several years of careful consideration and planning, we are pleased to announce and celebrate the transition of the Council for Children with Behavioral Disorders (CCBD) Journals, Behavioral Disorders (BD) and Beyond Behavior, to the Hammill Institute on Disabilities (a non-profit, public charity) beginning with issues Volume 42, Issue 2 and Volume 26, Number 1, respectively, without a lapse in service. We appreciate the vision and leadership of the CCBD Publication Committee led by Kimberly Vannest over the past several years. This committee has worked closely with the CCBD Executive Committee and Presidential lines for several years to secure the future of both CCBD journals by expanding their reach with the support of the Hammill Institute on Disabilities. We appreciate their due diligence and are excited about this transition. Read more >

Self-management skills continue to appear in the literature as a mechanism for improving academic, social, and behavioral outcomes of students with emotional/behavioral disorders (Mooney, Ryan, Uhing, Reid, & Epstein, 2005).  Self-management skills can be described as the processes undertaken to regulate one’s own learning or behavior.  In regard to operant self-regulation, self-management skills include the sub-processes of self-monitoring, self-evaluating, and self-instructing, and self-reinforcement (Mace, Belfiore, & Hutchinson, 2001).  Targeting students’ self-management skills can lead to self-directed learning, a primary goal of formal education (Belfiore & Hornyak, 1998).  The strategies for self-management are closely related to formative assessment practices.  The following description of self-management strategies provide a basic foundation for classroom implementation. Read more >

It is with great honor that I move into the role of President for the Council for Children with Behavioral Disorders (CCBD). It is humbling to following in the footsteps of many strong, committed leaders most recently Wendy Peia Oakes, Terry Scott, and Kristine Jolivette.   As a long-time member of CCBD, I have had the opportunity to learn from many leaders in the community. At this stage in my career, I look forward to paying these learning experiences forward by serving in the role of CCBD President as there are a number of key issues facing the field of EBD. One key consideration is the increased need for the use of evidence-based practices to support our students with and at risk for EBD. Read more >