Carl R. Smith

Wraparound and Positive Behavioral Interventions and Supports in the Schools

Effective school-based programming for students with behavioral difficulties continues to challenge educators. Consensus is growing that prevention and early intervention must be prioritized, agencies must collaborate, and family—school partnerships must be improved so that effective interventions are actually implemented. This article explores how the school-based wraparound approach and a school-wide systems approach to positive behavioral interventions and supports (PBIS) work together to create more effective school environments and improved outcomes for students with or at risk of behavioral challenges. Complementary aspects of these wraparound and PBIS approaches are described, and future directions for research and practice are explored.

Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice

In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD. Program elements include (a) qualified and committed professionals, (b) utilitarian environmental supports, (c) effective behavior management plans, (d) valid social skill and social interpretation training and social interaction programs, (e) proven academic support systems, (f) strong parent- and family-involvement programs, (g) coordinated community support mechanisms, and (h) ongoing evaluation of essential program components and student outcomes and progress. A justification for the program and a comparison of the proposed program with existing models is included in the discussion.

Disciplining Students with Disabilities: Legal Trends and the Issue of Interim Alternative Education Settings

Disciplining students with disabilities within the parameters of the Individuals with Disabilities Education Act (IDEA) and Section 504 continues to be a controversial issue. Professionals and practitioners have voiced concerns regarding the implementation of the IDEA 1997 disciplinary procedures, particularly in areas such as manifestation determination and functional behavioral assessment. A related area that has received limited attention is the use of interim alternative education settings, particularly the use of homebound settings. A review of legal activity in this area revealed that programs and services for students served in such settings may be questionable.

Advocacy for Students with Emotional and Behavioral Disorders: One Call for Redirected Efforts:

This article explores several topics related to advocating for students with emotional and behavioral disorders. Included is a discussion of advocacy and integrity applied to the educators work. Various misdirected advocacy positions are critiqued and a new advocacy agenda proposed focusing on program appropriateness, qualified personnel, least restrictive environment, and meaningful classification and assessment procedures.

Behavior, Discipline, and Students with Emotional or Behavioral Disorders: Promises to Keep . . . Miles to Go

The amendments to the Individuals with Disabilities Act of 1997 (IDEA ‘97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e. g., functional behavioral assessments, manifestation determinations), program planning components (e.g., positive behavioral supports, behavioral intervention plans), and specific procedures for the use of interim alternative educational settings. This article briefly addresses (a) the challenges that school personnel face in implementing these requirements, (b) the critical need to ensure that students receive an appropriate education, and (c) a suggested advocacy agenda for the upcoming amendments to the IDEA.

What is the Council for Children with Behavioral Disorders

During the past year a steering committee composed of educators from throughout Iowa has been organizing the Iowa Chapter of the Council for Children with Behavioral Disorders (CCBD). The primary purpose of this organization is to promote the welfare and education of children and youth who are described as behaviorally disordered, emotionally disabled or chronically disruptive. Specific activities of the Iowa CCBD chapter will include section meetings of the state Council for Exceptional Children (CEC) and sponsorship of other statewide and regional meetings dealing with the area of behavior disorders. Long range goals and activities will more directly involve advocacy activities on behalf of behaviorally disordered children and youth. CCBD division membership is open to any CEC member. Following is an excerpt from a taped interview Carl Smith had with Dr. Judith Grosenick on July 11, 1978. Grosenick is the current president of the Council for Children with Behavioral Disorders and is professor of special education at the University of Missouri in Columbia. The following are Grosenicks own views and do not necessarily represent the views or opinions of CCBD—ed.