James Teagarden

Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis.

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding SRSD, analyzing the findings of both single-case and group designs using a common effect size metric (Hedges g), and applying methods to address publication bias. In addition, the present meta-analysis examined the difference in treatment effect due to differences in moderating variables. Sixteen of the 20 studies examined met inclusion criteria based on the Council for Exceptional Childrens Standards for Evidence-Based Practices in Special Education. Results indicated that SRSD interventions had large effect sizes across three dependent variables (i.e., essay elements, quality, and word count), and treatment effects were significant for study design and race/ethnicity. Type of instruction, intervention agent, and gender did not significantly predict response to SRSD instruction. Also, the results showed limited risk of bias in the tendency of journals to publish only positive findings. Based on these findings, implications for future research and teaching with SRSD are discussed.

An Oral History of First-Generation Leaders in Education of Children with Emotional/Behavioral Disorders, Part 1: The Accidental Special Educator.

As the first part of an oral history of education of students with emotional/behavioral disorders, 15 first-generation leaders were asked to relate how they entered the field and to describe their careers, which span the past 35 to 50 years. Their videotaped responses were transcribed and are reported here together with discussion of several apparent themes. Most of these persons had no plan to pursue careers in special education or knew that such a career was possible. Their careers coincided with cultural and legislative changes that established the right to public education for students with disabilities. As such, they encountered opportunities for teaching positions and graduate study that ultimately led to long-time engagement and leadership roles. They entered an emerging and rapidly developing profession and were able to help shape the field over its first several decades.

Making the Road While Walking It A Conversation With Richard Simpson

Richard Simpson is professor of special education at the University of Kansas (KU). Dr. Simpson’s duties at KU have included roles of staff psychologist, teaching associate, assistant professor, project director, associate professor, professor, and chairperson for the Department of Special Education. He has directed numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism and other disabilities. He has authored numerous books, articles, and assessment instruments on a variety of topics related to students with disabilities.

Advocating for Children With Emotional and Behavioral Disorders An Interview With Eleanor Guetzloe

Eleanor Guetzloe shares her unique professional history in a conversation. Eleanor outlines her views on the history of the field and provides the reader with her insights on the future of the field. She offers valuable advice to those entering this field and shares what she sees as the areas where we can provide better support for children with challenging needs.

Promoting Interdisciplinary Practice An Interview With Steven R. Forness

As part of an ongoing oral history project, a conversation was held with Dr. Stephen Forness on the past, present, and possible future of the field of providing services to children with emotional-behavioral disorders. Dr. Forness stresses the increasing importance of providing an interdisciplinary approach to meeting these needs.

Finding One’s Anchor: A Conversation With Reece Peterson

Reece Peterson has published widely on educational policy and the impact on children with significant behavioral challenges. He has served in many roles but always with an emphasis on providing support for children. He is recognized as a national expert on the topics of physical restraints and seclusion procedures. He shares his reflections and advice with those who work with challenging youth.

Welcoming the Sunlight: A Conversation With Mary Kay Zabel and Robert Zabel:

Professors Emeriti Mary Kay and Robert Zabel share their reflections on their long and productive careers working with students and teachers. Their respective careers share much of the same history and complement each other. The Zabels share their advice with those entering the field and the challenges they see for the education of students with emotional/behavioral disorders.

In the Shadow of Mrs. Zimmerman: A Conversation With Sharon Maroney

Dr. Sharon Maroney’s career has focused on children and youth with significant behavior and emotional challenges. Her career has spanned experiences from sibling, special education teacher, and university professor. She has had the good fortune to study with some the most well-known names in the field. Dr. Maroney shared her reflections with Intervention in which she describes the benefit of establishing and nourishing connections for a successful and rewarding career.

Enthusiastic Collaboration A Conversation With Robert Gable

Robert A. Gable is the Constance and Colgate Darden Professor of Special Education and Eminent Scholar at Old Dominion University, Norfolk, Virginia. He earned his PhD from George Peabody College of Vanderbilt University and was on the faculty at Peabody–Vanderbilt and the University of Pittsburgh prior to his appointment at Old Dominion University. Dr. Gable’s career includes experience as a classroom teacher and as administrator of several alternative education programs. He has published extensively on a variety of topics including academic assessment and instruction, functional behavioral assessment and positive behavioral plans and supports, collaboration and consultation in the schools, and practical ways to differentiate instruction for children and adolescents with learning and behavior problems.

A Body in Motion A Conversation With Frank Gresham

Dr. Frank Gresham provides his reflections on a long and productive career in providing support to children with significant challenges. Dr. Gresham also provides his thoughts on the future of the field.