Brenda Scheuermann

Problems With Personnel Preparation in Autism Spectrum Disorders

This article examines problems With the preparation of school personnel Who serve children With autism spectrum disorders (ASD). Several areas of concern are discussed, including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training and the impact of each on teacher preparedness, lack of scope and depth of most autism training models, clashes in theoretical orientation that may negatively affect teacher training, and issues that may arise When undertrained teachers interact With parents. Recommendations are made for the improvement of personnel preparation for teachers of children With ASD, including specialized skills training, multiple approaches training, training personnel from various disciplines, training paraprofessionals and in-home trainers, training parents, providing technical assistance and support to teachers, and providing leadership and funding to promote and enhance personnel preparation in ASD.

Research on Self-Monitoring as a Behavior Management Technique in Special Education Classrooms: A Descriptive Review

Twenty-seven studies pertaining to the use of self-monitoring for behavior management purposes in special education classrooms were examined. The studies were described in detail, questions regarding the reactivity of self-monitoring were posited, and implications for classroom instruction were delineated. It was found that self-monitoring can be successfully used with special education students of various ages in various settings to increase (a) attention to task, (b) positive classroom behaviors, and (c) some social skills. It can also be successfully used to decrease inappropriate classroom behavior. Self-monitoring apparently has the additional benefit of enhancing the likelihood that positive classroom behaviors will generalize to other settings. Self-monitoring techniques are easy to teach and have great promise as a behavior management strategy. However, new information regarding whether self-monitoring is true self-management or self-regulation was not found in this review. It is recommended that further research he conducted to examine whether self-monitoring works better than teacher-monitoring to control student behavior and to determine whether internal or external contingencies account for the reactivity effects.

A comparison of three instructional methods for teaching math skills to secondary students with emotional/behavioral disorders

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.

A Review of Crisis Intervention Training Programs for Schools.

Recentadvocacyorganizationreports, Congressionalhearings,andproposed federallegislationhavecalledattention totheabusiveuseofphysicalrestraint proceduresinschoolsettings.Asa result,administratorsandschoolofficialswonderwhethertheyshouldpur chase“crisisintervention”trainingfor staffandfacultymembersfromoutside vendors.Unfortunately,thereislimited informationavailableregardingthe contentofthesetrainingprograms,and thevendorswhoprovidethistraining viewthesubjectmatterasproprietary andconfidential.Asaresult,itcanbe difficultforschoolstoobtaininforma tionthatmighthelpthemmakechoices aboutthetrainingtheyarepurchasing. Comparingdifferentprograms’empha sisoncertaintopics,coursecontent, duration,andtypeofinstructioncan assistadministratorsandeducatorsin selectingacrisisinterventiontraining programthatismostappropriatefor theirschool.

A Challenging Future: Current Barriers and Recommended Action for Our Field.

More children and youth are developing emotional and behavioral disorders (EBD) while services are dwindling. Social factors, unsympathetic public policy, and ineffective educational programming are formidable barriers for those of us who care about and work with these young people. However, we cannot desist in our responsibility as professionals. Through expanded expertise and ardent advocacy, we can make a difference in these regressive trends. This article presents an overview of current forces impinging on the field of EBD and offers some recommendations for action.

Level Systems and the Law: Are They Compatible?.

Level systems are a common tool used to manage students with emotional and behavioral disorders. To date, we have little research to support the efficacy of using level systems, and further, certain components of level systems may be in violation of laws protecting children and youth with disabilities. This article addresses three areas of legal concerns regarding the use of level systems, all of which pertain to a failure to individualize the program: restricted access to the least restrictive environment, curricular concerns, and procedural concerns. In addition, a decision-making model is described that will guide school personnel in designing individualized level systems which will most likely meet the mandates of the law.

Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers.

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines 14 studies that utilized these virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities. Results confirmed that these types of technologies can greatly enhance field-based learning opportunities for pre-service special education teachers.

An Exploratory Survey of the Perceived Value of Coaching Activities to Support PBIS Implementation in Secure Juvenile Education Settings

Coaching is one component used to facilitate implementation of positive behavior intervention and supports (PBIS) with fidelity, and to help bridge the gap between training and implementation in real-world settings. This exploratory survey examined elements related to PBIS coaching as support for developing and implementing a statewide PBIS initiative in the educational settings of secure care juvenile correctional facilities. Facility PBIS team members and external PBIS coaches were surveyed to solicit feedback on the need for and value of specific coaching activities and factors that acted as facilitators and barriers to PBIS implementation. Both groups of respondents reported that administrator support, time to carry out PBIS responsibilities, and access to coaching and technical assistance are important for effective implementation of PBIS in secure settings.

Professional Practice and Ethical Issues Related to Physical Restraint and Seclusion in Schools

Use of physical restraint and seclusion procedures in schools continues to be controversial, and foster proposals for federal and state legislation and regulation. Despite much discussion about what policies are needed, there has been little discussion about the professional practice issues and the ethical issues related to these practices. The purpose of this report is to present six clusters of professional practice and ethical issues that have not heretofore been specifically identified. To do so, we will examine the codes of professional practice and ethics of organizations representing educators who work with students with severe behavioral challenges. To illustrate these issues, we use real-world case examples from media stories and official reports about problems resulting from restraint and seclusion. Although individuals may disagree regarding decisions about these ethical issues, these questions should be a part of any policy discussion related to professional practice regarding these issues, and they have rarely been addressed in the restraint and seclusion policy debate. In addition, they are also questions that must be examined by all professional educators for them to assure adherence to the professional practice and ethical codes for their field.

Advocacy for Students with Emotional or Behavioral Disorders in the 21st Century

Advocates for students with emotional or behavioral disorders (E/BD) face numerous challenges in efforts to improve conditions for these children and youth. Politicians and policymakers push for quick, “sound-bite” legislative responses to complex problems in education. Teachers and administrators, frustrated with the job of trying to educate these students in an era when schools are under intense scrutiny, sometimes resort to interventions that range from ineffective to legally and ethically unsound. The media tend to focus on the negative and sensational, not the success stories of these students. This article describes major challenges to advocates in three areas—legislative and judicial, educational, and media—and offers suggestions for effective advocacy in each area.