Marilyn Kaff

An Oral History of First-Generation Leaders in Education of Children with Emotional/Behavioral Disorders, Part 2: Important Events, Developments, and People.

As the second part of an oral history of education of students with emotional and behavioral disorders, 15 first-generation leaders were asked about the events, policies, and people that have had the most influence on their professional lives and to identify the most positive and most negative influences. Their videotaped responses to these questions were transcribed and analyzed and are reported here together with discussion of several themes that emerged. Among the most cited positive influences were passage of the Education of All Handicapped Children Act (precursor to the Individuals with Disabilities Education Act) in 1975, development and application of behavioral approaches, contributions of talented people, and involvement in professional organizations and activities in the field. The most often identified negative influences were the No Child Left Behind Act of 2002, zero-tolerance policies, inadequate federal definitions of serious emotional disturbance, isolation from other disciplines with potentially relevant knowledge and practices, and resistance to prevention and early intervention approaches.

A Good Time A Conversation With C. Michael Nelson

C. Michael Nelson began his special education career as a teacher of adolescents with learning and behavior disorders. He has worked as a child psychologist and as a professor with the Department of Special Education and Rehabilitation Counseling at the University of Kentucky. He coordinated the graduate Personnel Preparation Program for Teachers of Students with Emotional and Behavioral Disabilities. Dr. Nelson has authored or edited over 100 professional publications. He has prepared teachers of children and youth with behavior disorders at the pre- and in-service levels and has served as principal investigator on a number of research and personnel preparation grants. He has served as president of the Council for Children with Behavioral Disorders. Dr. Nelson shared with reflections and thoughts with members of the Janus Project on what he describes as a career that came at a good time.

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.

An Oral History of First-Generation Leaders in Education of Children with Emotional/Behavioral Disorders, Part 3: The Future.

In this the third part of an oral history of education of students with emotional and behavioral disorders, 15 first-generation leaders were asked to forecast the future of the field and to advise persons entering the profession. Their videotaped conversations were transcribed, were analyzed, and are reported here together with some discussion of apparent themes. They forecast a mixed, and sometimes discouraging, future of the field and believe that the challenges and frustrations they encountered will continue and become even greater. Although they recognize that prevention and early intervention are the best intervention, they are not optimistic about society’s willingness to invest in policies that promote prevention. Despite the challenges, they believe that the work is important, rewarding, and even fun. They encourage people to join the profession with realistic understandings of the children, conditions, roles, and challenges they will encounter and a willingness to find and cultivate professional support.

Staying Connected A Conversation With Sheldon Braaten

Sheldon Braaten career has focused on children and youth with significant behavior and emotional challenges. His career has spanned experiences from a mental health therapist, special education teacher, school administrator, and university professor. Sheldon founded the Behavioral Institute for Children and Adolescents and initiated the International Child and Adolescent conference. He is an established author and editor in the field and was the recipient of the Howard Muscott CCBD Distinguished Service Award in 2013 from the Council for Children with Behavioral Disorders. Dr. Braaten shared his reflections with members of the JANUS project shortly after receiving this service award. Sheldon describes the benefit of establishing and nourishing connections for a successful and rewarding career.

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.

How Teachers Used Reading Performance Charts Compiled Weekly by a Technical Support Agency

Abstract This study examined how 26 teachers in two elementary schools used performance charted data provided for them by a technical support agency. Using a multidimensional reading assessment (MRA), the support agency staff administered reading probes weekly and charted the data monthly for teachers during one school year. Results of teacher interviews at the conclusion of the study indicated that using a technical support agency was an effective way to provide charted achievement data to teachers. Although teachers did not report using the data extensively to make explicit instructional decisions, a majority of the teachers reported using the data to verify their own observations about student progress, and as a communication tool with students and parents.

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.