CCBD President’s Message
It is with great honor that I move into the role of President for the Council for Children with Behavioral Disorders (CCBD). It is humbling to following in the footsteps of many strong, committed leaders most recently Wendy Peia Oakes, Terry Scott, and Kristine Jolivette.
As a long-time member of CCBD, I have had the opportunity to learn from many leaders in the community. At this stage in my career, I look forward to paying these learning experiences forward by serving in the role of CCBD President as there are a number of key issues facing the field of EBD. One key consideration is the increased need for the use of evidence-based practices to support our students with and at risk for EBD.
To deem a practice as “evidence-based” there are now carefully constructed guidelines for evaluating the quality of individual studies and then the overall body of work for a strategy, practice, or program. In many instances the systematic reviews of the literature rely on effect size calculations to determine the magnitude of the outcome of individual studies. While there are now tools and procedures in place to compute effect sizes for studies conducted using group design methodology, until recently there was not an acceptable method for computing effect size calculations from studies conducted using single case methodology. The unfortunate consequence of this challenge has been the inability to have the full range of treatment-outcome studies included in research syntheses dedicated to identifying evidence-based practices for all learners, particularly those with EBD.
At this time, I look forward to the advances being made in effect size calculations through the partnership of statistical (e.g., Shadish and Hedges) and single case design (e.g., Horner and Odom) experts to move our field forward in being able to help the tremendous volume of treatment-outcome studies conducted with students with EBD to be considered when exploring evidence-base practices. It is imperative lessons learned from the single case design community be accessed by the broader community as we seek to determine “what works” for students with and at risk for EBD. To this end, I welcome continued conversations with our colleagues and friends and encourage attention to these issues in our dissemination activities within (and beyond) our committed outlets: Behavioral Disorders and Beyond Behavior.
The end-game goal here would be to determine evidence-based, feasible strategies, practices, and programs for teachers to use to assist all students (especially those with and at risk for EBD) to access high-quality instruction. In particular, I would like to support the identification and dissemination of low-intensity behavioral supports that could be used to empower teachers. I am hopeful in the years ahead we – as a community committed to meeting the multiple needs of students with and at risk for EBD – will support a close partnership between the general and special education communities, with a particular goal of supporting our students in having positive, productive, and joyful school and life experiences.
Thank you again for this opportunity to serve in this capacity with such committed individuals on the Executive Committee and the boarder CCBD Community. It is an honor and I look forward to the year head.
Kathleen Lynne Lane, Ph.D., BCBA-D
Jennifer E. Christensen, PhD
Eastern Kentucky University
Peer tutoring is a successful way of structuring academic activities to involve all peers. It relies heavily on the principles of peer modeling and peer teaching. Research shows that academic peer tutoring can have a positive influence on peer social interactions (Cook, Scruggs, Mastropieri, & Casto, 1985). Studies have shown that peer tutoring for students with disabilities in general education settings is more effective if the students with disabilities are tutors for at least part of the time (Tournaki & Criscitiello, 2003).
Why Should I Use Peer-to-Peer Tutoring?
Having students assist each other with specific needs is a way to give them responsibility for understanding what they know and how they can use the information to teach others. The student who is tutoring is gaining from this experience. If a student is able to teach something, he/she is able to remember the content, realize what he/she knows, and how he/she knows it. The student in the role of learner is gaining from the experience too, as this is individualized instruction tailored to a particular need. Students often communicate with each other using different words than the teachers would, and sometimes their ways of explaining the information may be easier for the peer to understand.
How Should I Use Peer-to-Peer Tutoring?
A good time to use peer-to-peer tutoring is when a student has just caught on to a process, skill, concept, or standard. When the “lightbulb” goes on, students want to tell others how they solved it or the details of their understanding. Automaticity happens through repetitive practice, and actions become hardwired in procedural memory in the cerebellum (Gregory & Chapman, 2013). This is the expert. This is a high-level thinking process to break down a procedure into clearly articulated steps. This reinforces the procedure in both the capable student and the novice student.
Use your judgment when pairing students for tutoring. Do not select a peer who may embarrass or criticize the target student. Choose academic tasks that are best taught through a “model or prompt plus feedback or praise” format (Kerr & Nelson, 2010, p. 215). Select academic tasks that require discrete responses and simple evaluation procedures, for example, keeping a written tally of the numbers of correct answers and errors. Finally, plan tasks that require relatively brief 15- to 20-minute sessions. As always, remember that the more prepared the students are, the less likely challenging behaviors will be displayed. Role-playing the tutoring expectations—both as a tutor and a learner—is an excellent way to teach students expectations and prepare them for the tutoring sessions.
Cook, S. B., Scruggs, T. E., Mastropieri, M. A., & Casto, G. C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.
Gregory, G. H., & Chapman, C. (2013). Differentiated Instructional Strategies, 3rd ed. Thousand Oaks, CA: Corwin Publishing.
Kerr, M. M., & Neson, C. M. (2010). Strategies for Addressing Behavior Problems in the Classroom, 6th ed. Boston, MA: Pearson.
Tournaki, N., & Criscitello, E. (2003). Using peer tutoring as a successful part of behavior management. Teaching Exceptional Children, 36(2), 22-29.
Regional Services and Membership
CCBD had a super fun, networking event at the CEC conference in April at the Flamingo Bowl. It was a fun way to play and connect with other members. Hope to see you in Boston for some more fun!
News from Region 2, Calli Lewis
Welcome to our new Regional coordinator!! Calli received a Ph.D. in emotional and behavioral disorders in special education from the University of North Texas in 2013. Before pursuing her Ph.D., she was a teacher for 11 years, 10 of them in special education. She teaches in the special education program at California State University at Bakersfield. Her research interests include academic interventions for youth with emotional and behavioral disorders and issues related to cultural and linguistic diversity.
If you are in the states of AZ, CA, HI, NE, UT she would love to hear from you. You can reach her at email@example.com
News from Region 5, Bev Johns
Bev is truly an amazing leader. There is only one inactive subdivision (Indiana) and a conference call with members interested in reviving it is being scheduled in August. Additionally, Bev spoke at the Ohio CCBD conference and also will speak at the Illinois conference.
The Wisconsin CCBD developed a two year strategic plan with links to the national CCBD vision statement and the CEC strategic planning alignment. Our next executive board meeting is in early September.
We will co-host the Endless Possibilities: Mental Health, Education, and Family supports conference on August 5th at the University of Wisconsin Whitewater campus. Paula Kluth is the keynote speaker. Seats are still available and registration is only 20.00, which includes lunch. To register go to this link:
Ohio CCBD just held our Annual Summer seminar with great success! Our speakers included : Rick Van Acker, Bev Johns, Dr. Singh, Ed Cancio. K. Richard Young, Karyn Blackburn, Kelly Swander, Tom Valore, Brooks Vostal, and Angela Dietrich. They shared their wealth of information on topics relating to children with mental health disorders in the classroom, passive aggressive and bipolar, trauma informed care, as well as academic writing, success plans, and the top 15 interventions used in the classroom. We hope more educators join us next June for more exciting speakers!
Ohio CCBD also has a newsletter available to members.
The KYCCBD is proud to partner with the Kentucky Association of School Administrators (KASA) to sponsor Dr. Malcolm Smith as a featured speaker this year. KASA will be held at The Galt House Hotel in Louisville, KY July 19-22, 2016. Best Practices In Investigating and Dealing With Bullying
Dr. Malcolm Smith, one of the nation’s leading experts on peer victimization, will present effective building- and community-level practices from around the nation on prevention, intervention, and policy and procedures when dealing with bullying, meanness, and incivility in school climate and culture at all grade levels. For more information visit: http://server.kasa.org/kasa/KASAMember/Home/KASAMember/Default.aspx?hkey=4ff9c9d6-511a-4e0d-ba33-db6d83c837b5
Save the Date! KY Behavior Institute 2017
The KY Behavior Institute is held every other year, so there will not be one in 2016. However, it is scheduled to be held in Louisville on June 12-13, 2017. Mark your calendars NOW!
Illinois CCBD has been busy. It has sent out the applications for its mini-grants which will be awarded at the February 3-4, 2017, Winter Drive In Conference in Lisle, Illinois. On August 5, Illinois will hold its summer institute on August 5 in Springfield, Illinois at the Northfield Center. Dr. Rick Van Acker will be the keynote speaker, Dr. Gerry Moreno will speak, and Bev Johns and Dr. Mary Camp will speak and discuss the hotline on class size that ILCCBD is hosting. New officers elected include: Dr. Gerry Moreno, President-Elect, Michael Edwards as Treasurer, and Sandra Beyda-Lorie as Liaison to ICEC. Dr Mary Camp is the current President.
Are you a member of Indiana CCBD and interested in helping us get the subdivision reactivated. A conference call will be held in August to discuss plans to reactivate. We can use your assistance. If interesting, contact: Bev Johns at firstname.lastname@example.org
Super Duper Data Tracker
Super Duper Data Tracker is a tool used for monitoring and tracking student progress. The app allows teachers to enter student names and their behavioral and academic goals. Once students’ names are added, teachers can decide responses to track (e.g., tally, correct/incorrect). Students can be added to as many groups as needed. Teachers can “undo” last recorded responses to correct an error. Additionally, data can be stored for an unlimited number of sessions. Super Duper Data Tracker allows teachers to write notes for students and email results to themselves, individual students, or all students within a group. Results can be graphed for each student goal to show student progress. This easy to use app is available on the App Store for $1.99 and is compatible with an iPhone, iPad, or iPod touch.
The Role of the
Teacher of Students with E/BD as a Life Long Learner
seizes every opportunity he has to attend local workshops, state and provincial
conferences sponsored by CEC and CCBD, and national conferences sponsored by
CEC and CCBD. He is always looking for new and innovative approaches in working
with students with emotional/behavioral disorders. He also relishes the opportunity to network
with colleagues who are working with students with similar needs. He has adopted the attitude that he always
has something to learn and needs to seize every opportunity he has to
learn. He recognizes that he will never
have all the answers and needs to stay current with what is happening.
article is the sixth in the series of articles about the important role of the
teacher of students with E/BD. Excellent
teachers recognize that they must avail themselves of the many professional
development opportunities that they have.
They must continue to set an example of being life long learners. They
are role models for their students showing that they are always learning. They are role models for their colleagues who
may need reminders of the importance of staying current within their field.
Recognizing Our Need to Be Lifelong
remember encountering a teacher of students with intellectual disabilities and
she had never attended a workshop during her twenty years as a teacher. She was burned out and couldn’t figure out
why. She was stilling using the same
strategies over and over again. She didn’t take the opportunity to participate
in professional development because she thought she had all the answers. She
didn’t. She never recognized that to
grow as a teacher she needed to look for opportunities to attend
workshops. This teacher was working at a
time when professional development hours were not required; now in most states
and provinces a teacher is required to earn so many professional development
hours in a specific period of time; this is a positive step in the right
direction. Regardless of the amount of
experience that a teacher has, she always has something to learn. Learning new information and acquiring new
skills can be exciting.
Sometimes teachers can get so
caught up in the world within their school and within their classroom, that
they forget about the importance of learning new skills outside that
environment. Teachers of students with
E/BD can become insulated. Their
district may not encourage professional development outside the school. Their building principal may tell them that
there are no substitutes available and the teacher can’t leave the
building. In those cases, teachers need
to seek other avenues for growth; they can’t allow themselves to become stale
in their knowledge and enthusiasm.
Looking for Opportunities for Appropriate Professional Growth
It is important to participate in workshops
planned by the teacher’s local school district but that is not enough. Those opportunities, while good, oftentimes
focus on the needs of all teachers in subject matters or specific building
needs. They may not focus on the latest strategies for working with students
with emotional/behavioral disorders.
They also don’t provide the opportunity to get together and network with
other teachers who are working with children with the same types of needs as
the students with whom we are working.
Teachers may also receive an
advertisement of a workshop that is being offered in an area and it may sound
good. However the discerning special
educator will need to ask himself whether this workshop focuses on the practical
strategies or the latest interventions or whether it is selling a product. I have seen teachers sign up for workshops
and spend an entire day in those workshops where a product is being pushed; the
product is expensive and there is no way the district has the budget to
purchase the product. Even if the district did, the product might not be
When choosing a workshop, it is
critical that the special educator be an informed consumer. When deciding whether to attend a workshop,
check out the background of the speaker and the organization that is sponsoring
the workshop. With access to google
searches, it is easy to gain that information.
If you are not sure about the qualifications of the speaker, talk with
other colleagues to see if they have heard the speaker before. There is nothing
worse than signing up for a workshop only to find out that it is not relevant
for your needs and the speaker is boring and talks at you.
If there are active local chapters
of CEC or of other professional organizations in your area, avail yourself of
any of those opportunities that might be relevant to you. Seek out your state or provincial CCBD
subdivision and see what workshops or conferences they are offering. If your state or provincial CEC has a
conference, check the program out to see whether the programs are relevant for
you. When CCBD holds a conference, avail
yourself of that opportunity to attend.
If you can attend the International CEC convention do so. Remember there are sessions on working with
students with Emotional/Behavioral Disorders throughout the convention. You may not be able to attend the conference
all the days, but even if you can attend one or two you will benefit. In my own case, if I would not have seized
the opportunity to attend CCBD and CEC conferences, I would never have met many
of the wonderful people I have met and have had the pleasure of working with
for many years. That is the networking
advantage of a conference. Think about
your opportunity to be in the same room with some of the giants in the field, to
hear them speak, and to interact with them.
These opportunities not only stimulate your professional growth but they
give you a sense of courage and enthusiasm that you are up to the challenge of
working with the students with whom you work.
Options When Your District Won’t or Can’t Provide Release Time for You
to Attend a Conference
When your district tells you that
you can’t attend conferences because there is no money or because they can’t
get a substitute for you, think about other ways you can attend
conferences. For instance, apply to the
CCBD foundation to attend a CCBD Subdivision conference or look at other
funding opportunities that might be available. CEC gives a reduced rate to
individuals who are willing to volunteer so many hours at the convention. This
not only provides a funding option but is a great way to meet many other
There are a number of opportunities
for Saturday workshops. I had one
district superintendent tell me that he was happy to fund teachers to come to
the Illinois CCBD conference because it is all day Saturday and Friday night
and he doesn’t have to get a substitute.
Even if your district won’t fund your attendance, consider scholarship
opportunities or consider whether it may be well worth your financial investment
to learn new strategies and to network with other individuals.
Summertime is a great opportunity
for professional development. More
organizations are sponsoring June, July, and August workshops because they
recognize that once the school year opens it is hard to find time to attend
There are a world of opportunities
out there to learn the latest strategies and to network with other individuals
who have the same goals as you do. We
never have all the answers. We have to continually seek out new
strategies. We need to attend
conferences to validate what we are doing. Avail yourself of those and
recognize that professional growth and lifelong learning are critical to your
success as a teacher of students with emotional/behavioral Disorders.
I am responsible for setting up a new secondary classroom for students with EBD and need help!
Dear Ms. Kitty:
For the upcoming school year, I will be helping set up and lead a self-contained classroom for students with emotional and behavioral disorders (EBD) at a nearby high school. They have never had a self-contained classroom for students with EBD before so I will be leading the design/setup and getting some support from the school social worker/psychologist. Most of my experience has been working with students with learning disabilities so I want to find the best practices before the school year starts. Can I have some tips/advice on managing self-contained classroom for high school students with EBD?
~ ‘Searching for Classroom Support’ in Peoria
Dear ‘Searching for Classroom Support’ in Peoria:
Thank you for reaching out and it is nice to hear that you will be creating a positive classroom environment for your students with challenging behaviors. There are countless special educators who are assigned a new classroom similar to yours every year.
My assumption is that you are familiar with positive behavior interventions and supports (PBIS) and perhaps you are even involved on a committee for school-wide PBIS. For the design of your own classroom, you want to mirror the same principles of your school-wide PBIS framework into a classroom-wide PBIS framework for your students with EBD. The implementation of your classroom-wide PBIS gives the teacher the ability to positively manage their own classrooms throughout the academic year. One of my favorite, research-based online resources is https://www.pbis.org Please visit this website for additional information/tips/strategies for designing your classroom-wide PBIS framework. Essentially, the teacher becomes a positive model for the students. In addition, a classroom-wide PBIS framework emphasizes data-based decision making and progress monitoring that benefits the teachers and their students.
I am asking you to think though planning, developing, and implementing your own classroom-wide PBIS framework. Here are some components to think about for your new classroom:
- Think about why CWPBIS is important to your teaching.
- Identify the goal or purpose statement for your classroom.
- Contemplate how this goal will be accomplished.
- Be prepared to state and describe procedures within your classroom (e.g., bathroom, homework, sharpening pencils, answering questions, free time, group work, calendar work, lunch, study hour, use of technology et cetera).
- Please be sure to state your classroom rules positively.
- Be sure to identify and describe the consequences in your classroom.
- Also, identify and describe the reinforcements in your classroom.
- Delineate your classroom crisis plan.
- Define your policies for grading (e.g., late work, classroom assignments, homework assignments, retake exams).
- Discuss your attendance and tardy policies.
- It is crucial that you contemplate how data is collected on your students in your classroom.
- Be sure to have a plethora of evidence-based practices that you utilize in your work with students with exceptionalities to positively reinforce behavior and academics.
I often have a table accessible that outlines specific evidence-based practices for behaviors such as the one below:
Defines the expected behavior and outcomes for engaging or not engaging in expected behavior
Simonsen et al, 2008
Students earn tokens after the desired behavior occurs. Tokens can be cashed in for reinforcers (e.g., activities, desired items)
Fox and Gable, 2004
Thank you again for reaching out and please let us know if you have any further questions or concerns email@example.com. Good luck with your new classroom and thank you for all of your help with students with exceptionalities!
~ Ms. Kitty
Ms. Kitty has worked with children and youth with challenging behaviors for nearly 20 years. She has educated students with behavior disorders in several different states and taught students from all grades. Ms. Kitty has also earned her undergraduate, master’s, and doctorate degrees in special education, specifically emotional disabilities and behavior disorders.
Please contact Ms. Kitty about any questions you have about your students in your classroom firstname.lastname@example.org
The Janus Project: Capturing Conversations from Leaders in the Field
A Conversation with George Sugai
Teagarden, J., Zabel, R., & Kaff, M.
Kansas State University
The Janus Project has collected and disseminated the perspectives of leaders in education of children with emotional and behavioral disorders about the past, present, and future of the field for the past decade. The Midwest Symposium for Leadership in Behavior Disorders (MSLBD) has provided on-going support for this oral history project. The project takes its name from the Roman god, Janus, whose two faces looked both to the past and the future.
Each participant is asked about the people and events that have influenced their careers and the larger field, their views of the current and future state of the field, and their advice for persons entering the field. To date, over 60 conversations have been collected in video form and many are available on the MSLBD website at the following URL:
What follows are excerpts from a 2014 conversation with Dr. George Sugai.
Dr. Sugai is the Carole J. Neag Endowed Chair in Behavior Disorders in the Neag School of Education at the University of Connecticut.. Dr. Sugai and colleagues have established the Center for Behavioral Educational and Research (www.cber.org) to improve students’ academic and social behavior outcomes by studying and disseminating effective educational interventions. Dr. Sugai has served as project director or co-director of several major training and research grants. He has published over 135 articles, numerous monographs, and textbooks on positive behavior supports, effective teaching practices, and the application of applied behavior principles in educational contexts. Dr. Sugai is also the co-director of the National Center on Positive Behavioral Interventions and Supports (www.pbis.org), established by the Office of Special Education Programs in the United States Department of Education to provide technical assistance in sustaining effective school-wide practices.
The follow is based upon the complete conversation with George Sugai that was previously published in the journal Intervention in School and Clinic (Teagarden, J., Zabel, R., & Kaff, M., 2016).
* * * * *
Janus: What do you believe has had the greatest positive impact on the field of emotional-behavior disorders?
Sugai: For me, the biggest impact is the realization that although we have a number of effective interventions, we have not created the opportunity for teachers to implement them with high fidelity. You can have the best interventions in your toolbox; however, if we don’t implement them with the highest degree of fidelity, everyone fails.
All of us - consultants, researchers, personnel preparers, clinicians, special educators - have the responsibility of creating competent teaching environments where the emphasis is on successful implementation of effective strategies. The PBIS effort started as a traditional consultation and technical assistance approach where outside experts respond to a need, identify a possible solution, provide intervention training (or even deliver the intervention), wish everyone “good luck,” and then leave. We failed to direct enough attention toward developing local capacity for sustained and accurate implementation of the intervention or practice. In addition, we have not used “student benefit” as the main criterion for our decision making. Most of our attention at the PBIS Center is directed toward improving the implementation quality and capacity of local implementers. Kids will benefit if we do our job well.
Janus: How does that translate into teacher preparation programs that are increasingly called on to cut back on the services, cut back on the things that we teach our teachers?
Sugai: I think successful teacher education programs prepare teachers, school psychologists, counselors, administrators, etc. to be smart consumers and more importantly, smart implementers of effective interventions and practices. It’s not about learning every single possible behavior intervention strategy that might work. It is about organizing them into a logical implementation framework where good decisions can be made and implementation can be done relevantly and with fidelity. Rob Horner taught me to invest in and measure the smallest and most effective thing that has the potential to have the biggest durable effect. That logic should be applied to classroom management, school discipline or individual kid programming. I would love for teacher training programs to say, “If you’re going to be a good behavior manager, here are the top ten things you need to do in the classroom the first day and every day. Don’t try to do everything, do a few things really well, and make decisions based on how kids respond.”
Janus: What do you have on your list of top strategies?
Sugai: I like to start by ensuring that academics are being taught well, which means teaching explicitly, maximizing opportunities to respond, using instructional time wisely, and using data to assess teaching effectiveness. Academic success is one of our best behavior management tools.
The second is to develop positive relationships, which to me is the direct outcome of the quality of the kinds of overt interactions we have with kids. This begins with making sure every student is academically challenged and successful. Academic success is maximized by ensuring that classroom routines have been taught, practiced, monitored, and acknowledged continuously throughout the school year. All day planning and implementation are important. For example, a social skill lesson from 9:00 to 9:30 doesn’t stop at 9:31. It’s an 8 to 3 o’clock effort.
The third is to increase the general rate of positive contact that we have with all students. It troubling that some kids experience no daily adult contact and that if contact does occur, its corrective, directive, and negative.
Its important to understand that some kids, especially those with problem behavior histories, require more frequent and overt forms of positive feedback than other students, not less. If a student is not responsive to the general level of praise available to most students, we tend to give him or her less because “it isn’t working.” It’s better to maintain a high level of general positive contact, but also supplement with more intensive and individualized positive behavior supports.
I like to tell first-year teachers and all teachers that they should meet every kid at the classroom door every day with a positive personal greeting and statement of high expectation. The quality of the first contact can shape the next 10 minutes, 30 minutes, and next hour. While most kids do fine with a simple “good morning” at the beginning of the day, some require greetings every hour. My kids with behavior disorders fall into that category. You should give ‘em more, not less.
The last thing I want to acknowledge is that kids need feedback when they violate a local social norm or rule; however, it must be followed with an opportunity to practice a better way of responding and with more opportunities to be positively reinforced for getting it right, which requires continuous monitoring. If the rule violation is chronic, I need to identify the conditions and setting in which it is most likely, and rearrange that environment to increase the likelihood of appropriate behavior. If I don’t change it, the kid will use the same behavior again. My friend, Geoff Colvin, says we must arrange for a “precorrection,” which is prompting the desired behavior before a predictable error can occur.
Janus: That’s great advice.
* * * * *
George Sugai’s emphasis on developing and disseminating school-wide systems of positive behavioral interventions and supports (PBIS) have had a positive impact on the education of children with emotional/behavioral disorders. The authors thank Dr. Sugai for his continuing contributions to the field and for sharing his experiences and perspectives. The complete conversation with Dr. Sugai can be viewed at the following URL:
Future issues of Behavior Today will feature excerpts from conversations with Jeffery Sprague, Robert Gable, John Maag, and others.
Teagarden, J., Zabel, R., & Kaff, M. (2016). Tuning in to high fidelity interventions: A conversation with George Sugai. Intervention in School and Clinic, 51 (5), 323-327.
CCBD Professional Development Committee Partnering with TECBD!
The CCBD Professional Development Committee is proud to partner with the Teacher Educators for Children with Behavioral Disorders (TECBD) Conference to offer exciting new programming at TECBD this year. TECBD will be held at Tempe Mission Palms Hotel in Tempe, AZ October 20-22, 2016. The keynote for this year's conference is CCBD member, Greg Benner.
- NEW this year: TECBD will offer Saturday professional development sessions for teachers for only $35 (or included in your registration if you attend the full conference). If you live in the Tempe, AZ area (or want to take a road trip), please join us for sessions on systematic screening of behavior, behavior management strategies, and problem solving for effective classroom management.
- The CCBD President's Luncheon with feature our incoming president, Kathleen Lynne Lane. We have lots of exciting things planned for this session, including community guest performances and the work of other CCBD researchers and practitioners. Stay tuned for more information!
- TECBD will also offer expanded opportunities for Type 2 BACB CEUs for only $5 a unit.
- Everyone's favorite CCBD t-shirts also will be available at the conference.
For more information visit: https://education.asu.edu/annual-tecbd-conference.
Interested in presenting? The call for papers is open now until August 1, 2016