CCBD Awards: It's not too late!!
The deadline for awards has been extended until February 15, 2016!! Nominate someone today!
Carl Fenichel Memorial Research Award
This award competition honors the memory of Carl Fenichel, the founder of the
League school in Brooklyn, New York, who was
also a pioneer in the education of children with severe behavior
disorders. The purpose of the competition is to promote student
research in the area of children with emotional and/or behavioral
disorders. This award will be given to students completing research
projects, theses, or dissertations in the area of children with
emotional and/or behavioral disorders.
The recipient will be awarded $400.00 to support
their research, along with $500 towards attendance costs (e.g.,
airfare, per diem) related to participation in the International CEC
Conference in St Louis, MO, April 13-16, 2016.
To apply for the award, the student must submit the following:
- A cover letter from the applicant,
- A copy of the approved proposal,
- Letter of recommendation from the student’s advisor stating the project’s potential contribution to the field of EBD,
- A budget proposing how the $400.00 award will be used.
Award recipients will be encouraged to share
their findings at local, regional or the international CCBD conferences
and abstracts of the funded project will appear in appropriate CCBD
Papers must be approved for consideration by the applicant’s department or college.
The deadline for receipt of applications and all
materials is February 15, 2016. Submit the proposal, budget and a
letter attesting to departmental approval electronically to: email@example.com
Outstanding Professional Performance Bi-Annual Award For Outstanding Professional Performance
The purpose of this award is to honor an
outstanding practicing professional who works directly with children
and/or youth with severe behavioral disorders. The individual should be
nominated by someone who is familiar with the nature & quality of
his/her work, and who can also speak to the person’s character.
Nomination materials should include:
1. A letter of nomination which indicates the
name, address, phone number of the nominee, reasons for making the
nomination, the nominee’s CEC membership number, and other information
which might be helpful to the review committee. The name of the
person/organization making the nomination should also be included;
2. A brief vita or resume for the individual
nominated which shows educational background, places of employment and
types of individuals worked with, length of time in each position,
special projects undertaken, any awards received, and other information
which might assist the review committee; and
3. At least two letters of support (one should be from the current employer/supervisor).
The nominating materials will be reviewed by the
Award Committee. The winner will be honored at the 2016 Annual CEC
convention in St Louis, MO, April 13-16, 2016 with a plaque
commemorating the award. The award will be presented at the Annual CCBD
All nominations and materials must be received by February 15, 2016.
Outstanding Leadership Award
The purpose of this award is to honor an
outstanding leader in the field of behavioral disorders who has made
significant contributions and has had a significant impact on the field.
This individual will have made significant contributions to the field
of behavioral disorders through their research; leadership in state,
regional, or national organizations; leadership in teacher education or
practitioner preparation; or state and national policy development or
implementation. The contributions made should extend over a considerable
period of time. Nominations should be made by someone who is familiar
with the nature and quality of the nominee’s work, and who can also
speak to the nominee’s character.
Nomination materials include:
1. A letter of nomination should include the
following nominee’s name, address, phone number, reasons for making the
nomination, the nominee’s CEC identification number, and other
information, which might be helpful to the Awards Committee. The name,
address, email, and phone number of the person/organization making the
nomination should also be included;
2. A brief (4 pages) vita or resume for the
nominee which shows educational background, places of employment and
types of individuals worked with, length of time in each position,
special projects undertaken, courses taught, publications, research
grants/projects, positions held with professional organizations, any
awards received, and other information which might assist the Awards
3. Three letters of support from other leaders in the field of emotional and behavioral disorders.
The Awards Committee will review the nomination
package. The CCBD Outstanding Leadership Award recipient will receive a
plaque commemorating the award at the Annual CEC Convention and Expo in
St Louis, MO from April 13-16, 2016. The award will be presented at the
Annual CCBD Business Meeting at the convention.
For further information regarding all awards, contact Nicholas Gage at 651-895-2733
or e-mail at firstname.lastname@example.org
Nicholas A. Gage, Ph.D.
Let's Get Creative!!!
need your help! We started a new tradition this year at the CCBD
Conference and want to continue it at CEC. We'll be designing and
selling t-shirts in St. Louis and need your best CCBD one-liners for a
slogan. Visit the CCBD Facebook page (or email email@example.com) and share your ideas. Your slogan could be on our next limited edition CCBD t-shirt!!
Regional Services and Membership
I was perusing quotes to find one that I could use
here.....CCBD means so much to me professionally and personally. I was
hoping to find something to put into words how important it is to
connect with other professionals, how active engagement with something
you are passionate about increases the meaning in your life, how
organizations can connect you to life long friends....the list was long....
I decided on a quote from Howard Thurman, “There
are two questions that we have to ask ourselves. The first is ‘Where am
I going?’ and the second is ‘Who will go with me?’”
As you think about where you are in your career and where you are going, let CCBD go with you. Our mission
is to support professionals like you. We will enhance your expertise
for working on behalf of children with challenging behaviors. We will
provide for your professional development in prevention of problem
behaviors and enhancement of social, emotional, and educational
well-being for children and youth. I encourage you to stay connected or get connected as you go on your professional journey.
One way to get connected is to check out the CCBD website. There
is a new Events Calendar. There are also links to social media and
notifications under the Regions tab. The Washington CCBD Subdivision is
already linked! Check out their site.
I look forward to connecting with you face to face in
St. Louis. Please make sure to stop by the CCBD membership table. Drop
me a message ahead of time so I can be on the lookout for you! firstname.lastname@example.org
In closing, a fabulous quote, “You can discover more about a person in an hour of play than in a year of conversation.” ~Plato.
Come play with us in St. Louis!
Here’s what’s happening around the regions:
News from Region 3, Chad Rose
The conference is coming! The conference is coming! See you in St. Louis.
News from Region 4, Courtney Hertner
There is a great group of dedicated CCBD members who are
working towards reactivating the Texas CCBD! They will be having a
meeting this month to begin working face to face to that end! We look
forward to working with them as they move forward!
If you are from Texas, and would like to get involved and/or
find out more information about the upcoming meeting, please contact
Glenna Billingsley at email@example.com.
News from Region 5, Bev Johns
We are excited to announce that Michigan CCBD is
reorganizing and a call for nominations for officers has been
disseminated. A special thanks to all of those individuals who have
served on the steering committee. Elections will be held and the new
officers will be installed at the early March Michigan CEC meeting.
Michigan CCBD will have a strand at the conference as well. Watch for
the next newsletter where we will announce the new officers for Michigan
CCBD. Like Michigan CCBD on Facebook at CCBD Michigan
Wisconsin CCBD is up and running. Interested in becoming
involved or attending an August conference that is planned, contact
Shannon Stuart at firstname.lastname@example.org
Ohio will have its summer institute on June 16 and 17 at the University of Toledo.
Illinois is having their winter drive in conference on
February 5-6, 2016, at the Hyatt Lisle Hotel in Lisle Illinois. Among
featured speakers include Rick Van Acker, Tom Reilly, and our keynote
luncheon speaker is Dr. Sheldon Braaten who will be honored for his
years of service to Illinois CCBD. Topics for the conference include:
Changing the Classroom Structure to Enhance Student Success, Depression
and Suicide, Effective Level Systems, Cyberbullying, Children in Trauma,
and more. See the complete program on our website at: ilccbd.org
Like Illinois CCBD on Facebook at Illinois Council for Children with Behavioral Disorders.
News from Region 7, Soo Ahn
The VA chapter held its inaugural meeting in the fall.
Although there were only a few in attendance, many are excited to see
this chapter grow. The chapter's Facebook page has launched (https://www.facebook.com/VAccbd/), and we are currently working on a website as well.
Two individuals in PA are in the beginning stages to start a
chapter in the state. To recruit prospective members, they had a table
at PA-CEC to meet people, and they also plan to travel to different
universities and schools to meet faculty to identify needs and
News from Region 9, Kimberly Maich
Welcome to Kimberly, our newest Regional Coordinator. She
has taken over for Pauline Thornton in Canada. We are excited to have
her join us. Please contact her if you are in Canada and looking for a
direct connection. Her information is as follows:
Dr. Kimberly Maich, PhD, OCT, BCBA
Assistant Professor, Teacher Education
Affiliated Faculty, Centre for Applied Disability Studies
Chair, Social Science Research Ethics Board
Brock University | Niagara Region |
1812 Sir Isaac Brock Way | Faculty of Education |
Welch 168 | brocku.ca | email@example.com
T 905 688 5550 x4716
My Student Calls Himself Lazy
Dear Ms. Kitty:
I am a special education teacher of secondary students with behavior disorders on a Native American reservation in Arizona. I
have one student who has the cognitive ability to do his school work
well; however, he easily gives up and refuses to complete his work. He
keeps stating that he can’t do it, he doesn’t want to try, and even also
comments that he is lazy. Reinforcements do not seem to be working
with him. How can I motivate this student to do his work?
~ Helpless in Arizona
Dear Helpless in Arizona:
you for reaching out. Honestly, you are struggling with a student’s
behavior which we have all encountered as teachers at some point in our
careers. First, I wanted to remind you that it is important to be a
culturally competent educator. Meaning, make sure to research the Native
American culture and how these students might value their academic
schoolwork. Take some time to investigate other concepts associated to
their culture, specifically associated to time orientation,
relationships between teachers and students, and cultural norms related
to exploring mental health issues such as depression and anxiety. These
are all concepts that may help you better understand to your student’s
it seems that you delineated the target or problematic behavior as the
student refuses to complete his schoolwork. It is important that you
collect data. After collecting data on the student refusing to complete
his school work, your data analysis will depict behavior patterns
related to the target behavior. For example, you may discover that
there is a time of day which he refuses to work or find he refuses to
complete his work during a specific subject hour. This data will be
important if you and your individualized education plan (IEP)decide to
construct a functional behavior assessment and behavior intervention
plan with this student.
mentioned that you have tried reinforcements and they do not seem to be
working. Remember, a reinforcement only operates as a reinforcement
when it increases the probability of the student exhibiting the desired
behavior in the future. You
may conduct a preference assessment with this student to delineate what
he considers a reinforcement. I encourage you to revisit the
preference assessment multiple times because the student’s preferences
may change and you want to keep mixing up the reinforcements offered.
practice is to continue collecting data throughout the process.
Finally, please revisit your classroom-wide positive behavioral
interventions and supports framework and make revisions, if needed.
Below are some resources which may help. Please contact Ms. Kitty via firstname.lastname@example.org for specific questions or concerns. Thank you for all you do for students with exceptionalities!
~ Ms. Kitty
Helpful resources for your students and classroom may include:
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, except 7th
grade. 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 email@example.com
Capturing Conversations From Leaders in the Field
A Conversation with Bev Johns
Teagarden, J., Zabel, R., & Kaff, M.
Kansas State University
For the past decade, 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. The Midwest Symposium for Leadership in Behavior Disorders
(MSLBD) has provided on-going support for this oral history project,
which 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, approximately 60
conversations have been collected in video form and are available on the
MSLBD website at the following URL:
(Bev) Johns has enjoyed a lengthy career working with students with
learning disabilities (LD) and emotional behavioral disorders (EBD)
within the public schools. She supervised teachers in many school
districts and was the founder of the Garrison Alternative School for
students with severe EBD and later coordinated staff development for the
Four Rivers Special Education District. She is now an educational
consultant and Professional Fellow adjunct instructor for MacMurray
Bev Johns was the 2000 recipient of the Outstanding Leadership Award
from the International Council for Exceptional Children (CEC), has
served as Chair of CEC’s Advocacy and Governmental Relations Committee,
International President of the Council for Children with Behavioral
Disorders (CCBD), President of the CEC Pioneers, President of the
International Conference of the International Association of Special
Education (IASE), and received the Romaine P. Mackie Leadership Service
The following excerpt is drawn from the complete interview with Bev Johns which was published in the journal Interventions in School and Clinic (Kaff, Teagarden, & Zabel, 2015).
* * * * *
Janus: What has had the greatest positive impact on the field?
believe it is the dedicated people who work every day with children
with disabilities. It’s clearly that and it’s also the provision of laws
that protect the children and their families and the people who work
with the children.
Janus: What, in your opinion, has had the greatest negative impact on the field?
I lived through the early 1980’s where I was reminded that when they
giveth the law, they can taketh it away. During that period of time, we
had a real threat to Public Law 94-142 when an attempt was made
to eliminate it. There was a piece of legislation that said we would
de-mandate, de-regulate, and block grant. Those are all dirty words in
the field of special education, because de-mandate means schools don’t
have to provide services, de-regulation means there are no regulations,
and block grant means give the schools money and let them spend it the
way they want. Those are all very bad terms and those types of threats
continue today. I think there are many threats to public education, and
one of the things that really saddens me is that I would really like to
see us focus on what’s happening positively in the schools and in the
field of special education rather than the negativism that is out there
today. That involves so much teacher bashing and parent bashing. I
think those are real threats to our field.
Janus: What do you see for the future of the field of education of children with emotional and behavioral challenges?
I would like to see the continuation of the laws that protect children.
I would also like to see a better understanding of children who have
emotional and behavioral challenges. I think we have more children
coming into the schools with mental health needs whose needs are not
being addressed. For whatever reason, whether it’s lack of resources,
whether it’s lack of knowledge, I think it is very important that we
have those services that children need, that we have that continuum of
placement options for students.The
other thing that I want to see is schools where children will no longer
be suspended. I think that’s a very negative practice. It is one that
does not help children and is, in fact, one that ruins relationships
with children. In my ideal world, I would like to see a time when we
keep all students in school. We do not suspend and we do not expel
children from school and we have more schools using positive behavior
interventions with students.
Janus: What advice would you offer to those just entering the field?
would say you’re facing a very exciting world and we really need good
teachers in the field. I believe there’s no more exciting field than
working with students with behavioral challenges. I encourage you to
stand proud of your profession and to take your profession with the
concept of the individualized program for all children seriously and
work to meet the individual needs of children
* * * *
addition to her leadership positions in special education
organizations, Bev Johns continues to be a outspoken advocate for
preserving educational rights and improving educational opportunities
and experiences for children with emotional and behavioral disorders,
their families, and educators. The complete conversation with Bev is
available at following URL https://archive.org/details/BevJohns.
Upcoming issues of Behavior Today will
include excerpts from Janus Project conversations with other leaders in
the field including George Sugai, and Mary Margaret Kerr.
Kaff, M., Teagarden, J., & Zabel, R. (2015). Sally Sits on Her Shoulder: A Conversation with Bev Johns. Intervention in School and Clinic, 51 (1), 65-68.
Too Noisy is a great app that can be used on Apple and Android devices for $3.99. Educators can use Too Noisy
to control the noise levels in their classrooms using visuals. The app
is simple to use and has fun and colorful graphics to choose from. As
noise goes beyond an acceptable level, which is set by the teacher, the
background graphics animatedly change to reflect noise levels. Students
can earn “star awards” for being quiet for a predefined period of
time. A “super star award” is displayed for earning all 10 stars! The
app can be configured to automatically remove a star if the noise
“alarm” goes off. Too Noisy can help students self-monitor their
own noise level and is a great visual tool for students with special
needs. The app can run directly on the iPad or it can be displayed on
an interactive whiteboard.
The Role of the Teacher of Students with E/BD in Building Specially Designed Instruction
By Bev Johns
a teacher of students with emotional/behavioral disorders had a new
student come in to his class. He knew that this student was over 5
years below his grade level in reading skills. He accepted the
challenge readily. He knew that he could bring the student’s reading
level up; he would do his own assessments to learn more about the
student and he would search for the most appropriate reading program
that would meet the student’s needs. He had a positive attitude and
conveyed that attitude to his student who at first greeted him with “I
can’t read.” He told this student that he was there to figure out a way
to teach him to read and together they would work to build his reading
months later I talked to Mike. The student had made over a year’s
progress in 6 months. When asked what the key to success was he
replied: I learned as much as I could about my student through
assessment, I found the right program to meet his needs, I designed an
instructional program for him as an individual, and I established a
positive rapport with him. All four were the ingredients for success
for this student. Mike developed specially designed instruction for his
of students with emotional/behavioral Disorders build on student
strengths and provide the individualized instruction that students need.
They search for the most appropriate program for the student and assess
the student to learn as much as possible about what might work.
is the fourth in a series of articles about the important role of
teachers of students who work with students with emotional/behavioral
disorders. The first article was on the important role of the teacher
of students with e/bd in the evaluation process, the second one focused
on the role in the IEP, and the third one focused on building
of students build academic programs that ensure student success.
Students may come to a special class 2 or more years behind
academically. How many times have we heard a student come through our
classroom doors saying, “I hate math,” or “I can’t read.” The academic
program utilized for the student was not successful in a previous
placement. The student may have needed more intensive intervention.
The student may have needed a different type of program. The student
may have needed more direct instruction. The student may also have been
frustrated and acquired an attitude that they didn’t care. After all,
it is easier for some students to say they don’t care than try and
fail. They may have a high degree of anxiety about certain academic
areas. They come to us with emotional baggage about certain academic
task of finding the right specially designed instruction for each
individual student is the challenge that teachers of students with e/bd
face. They know that there is no such thing as “One Size Fits All.” In
today’s world, they have witnessed that there is no magic key and that
not all students achieve at the same level. They know that it will be
hard work to find what will best meet the needs of the student. They
recognize that each student has specific strengths and weaknesses and
they assess the student to find out what those are. They know that an
effective academic program must be built on assessment, finding the key
that works for one student, hanging in with the student when he or she
becomes frustrated, and celebrating each success along the way, small or
large. They build on progress and keep going. If something isn’t
working they look for the reason it isn’t working and either change what
is being done or how it is being done.
IDEA mandates that special educators develop specially designed
instruction for their students and teachers of students with e/bd
remember that just as Mike did when he accepted the challenge to teach
his student to read. One child at a time we make a positive difference
in the academic skills of our students.