Judith K. Grosenick

A Profile of School Programs for the Behaviorally Disordered: Twenty Years after Morse, Cutler, and Fink.

Selected results of a national survey of 126 school districts with services for behaviorally disordered children and youth are presented and contrasted with the earlier findings of a similar study by Morse, Cutler, and Fink (1964). Specific comparisons are made regarding (a) program goals, aims, and philosophy, (b. service delivery, (c) the role of the teacher, and (d) entrance and exit procedures. Differences between the two studies were found in the level and types of services provided to behaviorally disordered students and the theoretical orientations used within classrooms. Similarities appeared in the general aims and goals of these programs, the role of the teacher in their operation, and the degree of formalization (or lack thereof) of entrance and exit procedures to these programs.

Public School and Mental Health Services to Severely Behavior Disordered Students

The National Needs Analysis Project in Behavior Disorders has examined numerous issues in the general area of behavior disorders. The purpose of this article is to present one specific aspect of that global effort: public school and mental health services to severely behavior disordered children and youth. Through analysis of national data and site visits to selected states information was gathered on the state-of-the-art of this topic. Data indicate that the largest number of severely behavior disordered students are served within the public schools. However, out-of-district placements and school demission techniques frequently keep such students less visible. Mental health services, particularly “state hospitals” appear to serve as one frequently used step in the progression out of the public schools, especially for adolescents. Lack of collaboration between public schools and mental health services does not enhance the delivery of appropriate service.

Preparation of Teacher Educators in Behavior Disorders

Given the current public discontent with education, doctoral level programs, including those in special education, should be scrutinized. This article describes concerns that led one faculty to rethink its doctoral level preparation program in behavior disorders. That process, as well as the resultant program content, are detailed. Doctoral students in behavior disorders are active participants in the design and pursuit of a program of study that blends the acquisition of theory and research skills with a carefully developed set of practitioner skills in teacher education.

An Inservice Model for Leadership Personnel in Behavior Disorders.

Judith K. Grosenick is Professor and Sharon L. Huntze is Assistant Professor, both, Department of Special Education, University of Missouri, Columbia, MO. The passage of P.L. 94-142 has heightened professional awareness and concern regarding a variety of special education issues, including services to handicapped children, quality and supply of service providers, and preservice and inservice training. It is no surprise, therefore, that specific areas within special education have come under scrutiny in terms of the stateof-the-art relative to these variables. In September, 1979, the National Needs Analysis Project in Behavior Disorders was initiated for just such a purpose: to examine the &dquo;state-of-the-art&dquo; of the area of behavior disorders along several select parameters.

Weeding Instructional Materials: A Process for Finding a Rose between Two Thorns.

This article discusses one approach to the process of systematic withdrawal of instructional materials from an existing collection of such materials held by a Special Education Instructional Materials Center. Included in the discussion is a description of the planning phase, orientation and training, criteria for withdrawal, personnel considerations and implementation strategies.

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.