Phillip J. McLaughlin

Weapons Violence in Schools Strategies for Teachers Confronting Violence and Hostage Situations

Provides basic guidelines to help teachers and administrators in dealing with violent situations involving weapons

Violence In the Classroom Where We Stand

The authors provide an overview of this special issue on preparing administrators and teachers to handle violence and problematic behaviors in schools This issue of Intervention in School and Clinic focuses on the topic of violence in the classroom. In addition to acquainting our readers with this area, the various articles also present curriculum and teaching models that can be used in integrated settings. I am pleased that Professors William N. Bender and Phillip J. McLaughlin, who have assembled an outstanding blend of both authors and topics, agreed to serve as guest editors of this issue. We are honored that Intervention is able to showcase the outstanding work of so many talented individuals. We hope you enjoy reading the articles, and we welcome your comments.—GW

Analyzing Special Educators' Views on Community-Based Instruction for Students with Mental Retardation and Developmental Disabilities: Implications for Teacher Education

Community-based instruction continues to grow as a preferred curricular option for teachers of students with moderate to severe mental retardation. Although long advocated as an important instructional approach for students with mild mental retardation (Brolin, 1995; McDonnell et al., 1993), the relationship has not been very clearly established between community-based instruction (CBI) and the general education curriculum emphasizing traditional academic skills. This investigation was designed to gather relevant findings related to the process of community-based instruction and to translate these findings into implications that the implementation of this innovation may have on teacher education and future research in special education. As findings indicate, there appear to be differing attitudes between teachers who engage in CBI programming and those who do not. There also appears to be some indication that teachers who have characteristics as risk takers appear to be more able to develop CBI activities. In addition, the need for administrative support, both at the outset of program development and during the instructional process, appears to be a major indicator of success. Future researchers should investigate the effects of administrator perceptions and attitudes, CBI effects on the learning of more traditional academic skills, and the development of high-quality CBI activities.

The Interactive Teaching Network: Distance Learning Applications for Inservice and Preservice Teacher Preparation in Attention Deficit Hyperactivity Disorder

The purpose of this article is to describe the distance learning staff development opportunities developed through an initial project on attention deficit hyperactivity disorder (AD/HD) at the University of Georgia, the effects of the technology involved, and the opportunities that have evolved from programs created. Selection of distance learning technology and other instructional decisions are framed in light of the need to address the complex issues surrounding AD/HD and to demonstrate to teachers and parents how to manage students with AD/HD in the classroom and at home.