November 2013 - vol. 27 no. 4
Stand-Out Student Member: David Sudia
by Nicole Pomerleau, Student Member-At-Large ([email protected])
David Sudia is a special education teacher, doctoral student, social media guru, Colorado CCBD Board member, and recipient of CCBD’s Outstanding Professional Performance award and Dr. Frank Wood Graduate Scholarship. To be a well-rounded educator and provide effective instruction, he emphasizes the use of positive behavior interventions, relationship-building with adults and students, and inclusion. While he wears many hats in the professional world, David is also the creator and content manager for the submission-based website, “Room for Improving: A resource for Emotional and Behavioral Disorders.” His goal for this site is to create a hub for individuals to find a comprehensive approach to serving individuals with emotional and behavioral disorders. David has acted as the main contributor for “Room for Improving,” but he is always looking for individuals to share information, findings, and editorials for publication on the site.
Keep up the great work, David! We know that you’re helping to shape the future for best serving students with emotional and behavioral disorders!
For more information:
Visit www.roomforimproving.com, or contact David at [email protected]
David Sudia at the 2013 CCBD Conference in Chicago, IL.
He was the grand prize winner of the “Social Media Scavenger Hunt” at the CCBD Student Member Social.
CCBD Nominations and Elections Committee Call for Nominees
Submitted by Kristine J. Melloy, Ph.D., Chairperson
The CCBD Nominations and Elections Committee requests self and suggested nominees for the following positions:
- Vice-President (1 year term; July 1, 2014-June 30, 2015; then become: President Elect, 1 year term; President, 1 year term; and Past President, 1 year term)
- Treasurer (2 year term; July 1, 2014 – June 30, 2016)
- Representative A (2 year term; July 1, 2014-June 30, 2016)
- Canadian Member at Large (2 year term; July 1, 2014 – June 30, 2016)
- Ethnic and Multicultural Member at Large (2 year term; July 1, 2014-June 30, 2016)
- Nominations and Elections Committee Member (2 year term; July 1, 2014 – June 30, 2016)
Interested members should submit the following to Kristine J. Melloy at [email protected]:
- Statement accepting nomination
- CEC membership number of the nominee
- Statement that presents, in 1,000 words or less, the following:
a. issues for the Council for Children with Behavioral Disorders (may involve students, professionals, or other issues);
b. responses needed to deal with issues identified, and
c. how the nominee, if elected, would respond to the issues while on the CCBD Executive Committee;
- Condensed resume or vita (maximum of three pages).
- A ballot statement describing nominee’s qualifications, perspectives, and/or goals. This will
be included in the ballot verbatim, and length must not exceed 100 words.
The election will be held in March, 2014.
Deadline for materials is December 20, 2013.
Seeking Nominations: Outstanding Leadership Award
Outstanding Leadership Award
Council for Children with Behavioral Disorders
The purpose of this award is to honor an outstanding leader who has made significant contributions and has had a significant impact on the field of behavioral disorders. This individual should have made significant contributions to the field of behavioral disorders through their research, leadership in state, regional, or national organizations, leadership in teacher education or practitioner preparation, or state an d national policy development or implementation. The contributions made should extend over a considerable period of time. The individual should be nominated by someone who is familiar with the nature and quality of his/her work, and who can also speak to the person’s character. Nomination materials include:
1. A letter of nomination which indicates the name, address, phone number of the nominee, reasons for making the nomination, the nominee’s CEC identification number, and other information which might be helpful to the review committee. The name, address, email, and phone number of the person/organization making the nomination should also be included;
2. A brief vita or resume for the individual nominated which shows educational background, places of employment and types of individuals worked with, length of time in each position, special projects undertaken, courses taught, publications, research grants/projects, positions held with professional organizations, any awards received, and other information which might assist the review committee; and
3. At least three letters of support from other leaders in the field of emotional and behavioral disorders.
The nominating materials will be reviewed by the Award Committee. All materials become the property of CCBD and will not be returned to the nominee or the person making the nomination. The winner will receive airfare to the 2014 Annual CEC convention, a 2-day stipend to attend the convention, and a plaque commemorating the award. The award will be presented at the Annual CCBD Business Meeting.
All nominations and materials must be received by January 15, 2014.
Submit the nominating materials electronically to:
Susan Fread Albrecht, Ed.D.
CCBD Vice-President
For further information, please contact Dr. Susan Albrecht by email ([email protected]).
Seeking Nominations: Carl Fenichel Memorial Research Award
Carl Fenichel Memorial Research Award Competition
Council for Children with Behavioral Disorders
This research competition honors the memory of Carl Fenichel, the founder of the
League school in Brooklyn, New York, who was also a pioneer in the education of children with severe behavior disorders. The purpose of the competition is to promote student research in the area of children with emotional/behavioral disorders. This award will be given to students completing research projects, theses, or dissertations in the area of children with Emotional or Behavioral Disorders.
The recipient will be awarded $400.00, along with airfare and a 2 days per Diem at the current CCBD rate, towards participation in the International CEC Conference.
To apply for the award, the student must submit the following:
1. A copy of the approved proposal and a letter of recommendation from the student’s advisor stating the project’s potential contribution to the field of EBD.
2. A budget proposing how the $400.00 award will be used.
Award recipients will be encouraged to share their findings at local or regional CCBD conferences and abstracts of the funded project will appear in appropriate CCBD publications.
Papers must be approved for competition by the applicant’s department or college.
The deadline for receipt of applications and all materials is January 15, 2014. Submit the proposal, budget and a letter attesting to departmental approval electronically to:
Susan Fread Albrecht, Ed.D.
CCBD Vice-President
For further information, contact Susan Albrecht by email ([email protected]).
Notes from the Editor
Hello CCBD Members!
We are working on developing new columns for upcoming issues of the CCBD Newsletter. In hopes of making these new additions as helpful and relevant as possible to you, our members, I am asking that you please email me with suggestions for: topics, issues within the field, and/or other types of information you would like to see included in future issues of the Newsletter.
Would you like to know more about behavior management strategies, working with families, legal issues? Let me know! All suggestions are welcome!
Thank you, and I hope to hear from you soon!
Erika
Tips on Instructional Strategies for Students with EBD
Instructional Strategies for Students with EBD
Ozalle M. Toms
UW-Whitewater
Unfortunately, students with Emotional and Behavioral Disorders (EBD) have a tendency to have negative experiences in school. Because of this, they often lack the desire or motivation to try and succeed. In order to avoid disruptive or off-task behaviors, take some extra steps to motivate these students to actively participate in the learning environment. There are many ways to do this but the strategies listed below have been found to be effective in engaging students with academic content.
Guided Notes: teacher-prepared hand-outs that outline or map lectures, but leave "blank" space for key concepts, facts, definitions, etc. As the lecture progresses, the learner then fills in the spaces with content. Guided notes decreases the amount of notes a student must take so they can focus on what's being said. Guided notes can easily be created by deleting one or two words per sentence from your lecture notes or PowerPoint presentation.
For more on how to create guided notes see: http://www.interventioncentral.org/rti2/guided_notes
http://www.studygs.net/teaching/guidednotesa.htm
Active Student Responding (ASR): Active student responding allows students to respond more frequently to the content and it creates an opportunity for immediate teacher feedback.
Response Cards: these can be as simple as using card stock where one side is green and the other red. Questions can be asked such as true or false or distinguishing between to objects, principles, ideas, etc. You can also use card stock and label cards A, B, C, D and require students to answer multiple choice questions using their finger or a clothes pin to display their answers. You can also use dry erase boards and ask questions that require students to write in the answer.
For more information about Response Cards see:
http://www.theteachertoolkit.com/index.php/tool/student-response-cards
http://www.systemsofsupport.org/response-cards-will-change-your-life/
Clickers: clickers are a higher tech version of response cards. Students can use smart phones or clicker devices that have been provided by to school to answer questions displayed on the smart board.
Choral Responding: is a teaching technique in which all of the students respond in unison to a question posed by the teacher. Choral responding is idea for curriculum content that:
Can be answered in short (1-3 word) responses
Has only a single correct answer to the question
Can be presented in a fast-paced manner
For more information on ASR see:
http://wonderteacher.com/category/classroom-management/active-student-r…
http://www.cde.state.co.us/sites/default/files/documents/facilityschool…
In conclusion, one strategy may not work for all students. Each of the strategies discussed allows for flexibility and the ability for you to adjust them to fit the needs of your students.
Eleventh House Deal Keeps Country Solvent
Eleventh House Deal Keeps Country Solvent
Myrna Mandlawitz, Esq.
After almost three weeks of a government shutdown, Congress passed a bill to fund the government until January 15 at sequestration levels. The deal also prevented the country from defaulting on its debts by extended the debt limit until February 7. In addition, a budget conference committee will meet and report by December 13 to provide appropriators with the spending cap for the rest of FY 2014.
The bill passed by Congress on October 16 is a Continuing Resolution (CR), which is a stopgap measure to fund the government until final appropriations for the remainder of Fiscal Year 2014 (FY 2014) can be settled. The funding level through the term of the CR is the FY 2013 appropriation level, including the 5.3 percent across the board sequestration cuts.
In the House of Representatives, 285 members voted for the deal – 87 Republicans and 198 Democrats, with 144 Republicans voting against. In the Senate, 51 Democrats, 28 Republicans, and 2 Independents voted yes, with 18 Republicans opposing and one member not voting due to health reasons.
Other provisions of the deal are as follows:
Income verification for recipients of subsidies under the Affordable Care Act health exchanges.
Back pay for furloughed federal workers.
Requirement for a proactive vote todisapprove extending the debt limit through the February 7 end date established in the deal, as opposed to having regular votes to raise it.
The CR also includes language that extends through the 2015-15 school year the provision allowing individuals in alternate teacher certification programs, from the day they begin their training, to be considered highly qualified under No Child Left Behind. This provision was originally inserted in a December 2010 Continuing Resolution. A number of education groups have been working to eliminate this provision.
We will keep you posted as the Budget Conference convenes. Hopefully a compromise can be reached that will avoid further interruption of government services.
Canadian Member-at-Large Report
Thank you to all those who attended the CCBD Conference in Chicago in late September and special thanks to all those Canadian members who shared their work and insights through presentations, poster sessions, etc. It was wonderful to see a strong Canadian presence at CCBD this year and a great opportunity for all as Canadians to network with one another, and just as importantly, to get to meet and dialogue with representatives form the US and with others literally from across the globe. I look forward to having you (and your colleagues!) join us when we meet again next time in Atlanta!
There are many local initiatives and conferences held throughout the year in Canada, many of which are entirely focused on children with behavioural and emotional disorders and many which have associated relevance to the population we serve. As you become aware of these, I encourage you to forward me a link or a description of the event and I will share the information with our Canadian Regional Representatives so that we can spread the word and increase exposure. Conferences are a very effective way to keep abreast of the most current research and learn more about strategies and initiatives that are proven in the field. One such conference is coming up fast in Niagara Falls, on November 22 & 23, sponsored by the Ontario Council for Exceptional Children. Last minute registrations are still being accepted….see the following link for more information: http://www.cecontario.ca/conferences
I look forward to meeting many current members there as well as collogues interested in learning more about the services and opportunities that membership in CCBD provides.
Please keep me informed of your activities and contact me at any time for more information as needed at [email protected].
Mike Parr
New Issue of Beyond Behavior
New Issue of Beyond Behavior
Joe Ryan & Mike Rozalski
Don’t miss reading the current issue of Beyond Behavior 22(2). This issue of BB is packed with a host of valuable information that teachers can use to help manage a variety of student behaviors. Articles cover a variety of topics ranging from video based interventions to non-suicidal self-injury. This issue includes articles by:
Rose Iovanonne and colleagues address several common misconceptions regarding misidentifying underlying functions of maladaptive behaviors when conducting a functional behavioral assessment (FBA). The authors discuss that while power and control often serve as strong motivators for maladaptive behaviors, they are not actually functions of behavior.
James Teagarden and colleagues conducted in-depth interviews with many of the pioneers and leaders within the field of EBD for the Janus Project. In this article, the authors share critical findings from these oral histories and discuss several themes, including (a) the influence of a dedicated core of leaders in the field, and () concerns about the future of the profession.
Fara Goodwin and colleagues discuss video-based interventions (VBIs) that provide students the opportunity to alter their behavior by observing others’ or their own behavior modeled on video. The authors provide simplistic step by step instructions with examples so teachers can implement VBIs with their own students.
Kay Stevens and Amy Lingo review the “Umbrella Approach” an informal, classroom based, problem solving system for teacher assessment of student behaviors. The purpose of the assessment is to inform teachers as early as possible about the adequacy of their classroom management plan. This approach provides an organized system for teachers to identify student behaviors that are meeting classroom expectations, and those that are not.
Given research suggests that schools need 80% buy-in from staff to help ensure long term sustainability and success of a School Wide Positive Behavior Support (SWPBS), Laura Feueborn and colleagues provide helpful strategies to increase staff support. The authors provide 5 specific strategies for understanding and supporting staff needs when implementing SWPBS.
Alicia Wells and Judah Axe address the serious issue of non-suicidal self-injury (NSSI) which entails the deliberate injury of the body tissue without suicidal intent. The authors provide a three tiered model for prevention and treatment of NSSI, and review what teachers “should” and “shouldn’t do” to best helps their students who demonstrate these dangerous types of behaviors.
Lastly, Ernest Solar introduces CCBD members to mindfulness-based stress reduction (MBSR) techniques to help regulate the behavior of students with EBD. MBSR is a structured program of instruction that has been used in the medical and health care fields for over three decades to help reduce stress, increase relaxation, alleviate pain, and reduce anxiety through the use of mindfulness techniques.
President's Message
It was wonderful to see and meet many of you at our September 2013 CCBD Conference in Chicago! The Conference was a huge success with the venue a buzz with attendees sharing new ideas learned and attending a wide array of topical sessions! We appreciate each of you for attending, bringing your peers, and bringing your graduate students. We hope that each of you were able to take away new ideas to implement with the children and youth you serve or to incorporate those ideas into your research and advocacy work. This year, the Professional Development Committee created many interactive and new ideas interwoven throughout the conference which based on your feedback were positively received! For example, the Lunch and Learn topical areas generated many ideas and rich discussions, the participatory session created many news ideas for participants to take back to their schools, and the student reception hopefully began many new friendships and future collaborative partnerships for our next generation of educators, researchers, and advocators for children and youth with and at-risk for emotional and behavioral disorders. We thank each of you for participating in the conference. Also, we thank the Professional Development Committee for their years of work of idea generating; solidifying the topical strands, keynote/feature speakers, and practitioner friendly sessions; and creating a state-of-the art interactive conference for CCBD – a great model for years to come. In addition, we thank Renee Thomas and Associates for all of their assistance prior to and during the conference as our conference planners. We hope to see each of you in 2015 in Atlanta!
This past month there were several sad and traumatic events which occurred within or near our schools affecting many students. When such events occur, students and their families and the educators who serve them can be left with many questions on how to address the emotional trauma each has experienced. Unfortunately, these negative events are not the first our students and educators have experienced during the school year. On our website, www.ccbd.org (under Publications/Position Papers), we offer some tips in Helping Students Cope with Traumatic Events. The tips offered are appropriate for traumatic events even though the specifics of the events may be different. Also the tips are appropriate for students across ages. We hope that you find the tips helpful in your everyday work with children and youth.
We would like to remind each of you of two opportunities which may be appropriate for you or a colleague – we have two calls for nominations of awards (see www.ccbd.net, under Awards & Nominations). One is for an Outstanding Leadership Award for an individual who has made significant contributions to and has had a significant impact on the field of behavioral disorders. The other award is for the Carl Fenichel Memorial Research Award for a graduate student conducting research projects, theses, or dissertations in the area of children with emotional and behavioral disorders. Both are due January 15, 2014 and we hope you will take the time to nominate someone or yourself for one of these awards.
We did hear from many of you that you would like to be more involved in CCBD – we absolutely encourage that! There are many ways to be involved which play on your strengths and interests. In addition, there will be several positions on the Executive Board as well as Committee positions opening this year – please check our newsletter and website for those announcements. In the meantime, please contact me and let me know how you would like to be involved – I can be contacted at [email protected].
Kristine Jolivette, Ph.D.
President, CCBD