March 2014 28-2

President's Message

Well we have rounded the corner in the school year as we await the trees to bloom and the weather to cooperate with our busy lives. With the change in seasons comes a busy spring; and the workings of CCBD are no different. This past month, CCBD partnered with CCBD member, Cheryl George, who presented a CEC sponsored webinar on ‘Behavior Management Basics.’ This webinar was well received and provided attendees with many different interventions and effective teaching techniques to promote academic and behavioral engagement of their students. On March 20th, CCBD member and President-Elect, Terry Scott, will present another CEC sponsored webinar on ‘Increasing Your Students’ Odds for Success.’ He will provide you with research-based practices applicable within your classroom for the children and youth displaying problem behaviors you serve, including differentiated strategy delivery and video examples of the practices in action. We hope you will join Terry as you will learn additional strategies for immediate use – visit cec.sped.org for details.


In addition to the two webinars presented by CCBD members, we are excited about the 59 sessions related to emotional and behavioral disorders being offered by CCBD at the CEC Conference in Philadelphia in April. The CCBD Showcase session is being provided by CCBD member, Greg Benner, titled ‘It’s About Time: Closing the Opportunity Gap for Youth with Behavioral Disorders.’ The topics of these sessions are comprehensive and offer attendees with a plethora of options for addressing the behavioral needs of younger and older students across a variety of educational settings. These sessions are presented by practitioners and researchers who offer authentic and practical evidence-based interventions and strategies for your use. Session topics range in focus from reading and writing to video self-monitoring to function-based interventions to praise and opportunities to respond to legal issues to behavior intervention planning to securing grant funds for classroom-based research for students with behavioral problems. In tandem with these sessions, we have planned several other activities in which you are invited. On Thursday, there are many events – join us for the CCBD Foundation Fundraiser as you take a duck tour of the city and eat lunch with new and old friends (see ccbdfoundation.org), CCBD Student Session to learn more about the student benefits of membership, CCBD General Business meeting to learn about upcoming events and activities being offered as well as this year’s CCBD award winners, and the CCBD President’s Reception for meeting and conversing with colleagues and friends. CCBD also will have a table filled with friends and fun surprises in the EXPO throughout the conference. Check out the CEC Conference program for details on dates, times, and places for the CCBD Showcase, 59 sessions, and CCBD events. We hope to see you there!

 

In tandem with the above professional development activities we are providing CCBD and CEC members and the larger educational community, we continue to support policy and legislation activities that will further advance the services and supports afforded to children and youth with and at-risk for emotional and behavioral disorders and those who serve them. This history of CCBD support on such activities has helped to provide a voice to our students, teachers, and families. Check out the position papers, publications for practitioners and researcher, and related materials on our website (ccbd.net).

 

As the school year continues, we are often are asked by people like yourself how one may become more actively engaged with CCBD. There are many ways: First, contact a member of the Executive Committee – we are always looking for CCBD members to be on ad hoc special topic committees, to volunteer at events, and to assume other leadership roles.Second, answer calls for involvement sent through the CCBD Newsletter, eblasts, and CCBD website. For example, each year we have an open call for persons who would like to be considered for the slate for open Executive Board positions – in fact, our election is open as all CCBD members are being asked to vote for this years persons – VOTE NOW. Also, we are searching for a CCBD member to assume the Editor position for the journal of Behavioral DisordersThird, contact your state/regional CCBD representatives to be involved on the local level – they offer great professional development and networking opportunities throughout the year. Fourth, stay in touch with us through our website, Facebook, and twitter to learn about upcoming events, activities, and opportunities; this is also a great way to share your thoughts related to the children and youth we serve. Fifth, encourage a friend/colleague to join CCBD to keep the vision and mission alive.

 

The opportunities to be actively involved and engaged with CCBD are endless. We look forward to connecting and reconnecting with you at CEC and throughout the year.

 

See you in Philly!

 

Kristine Jolivette, Ph.D.

President, Council for Children with Behavioral Disorders

 

 

CEC-CCBD Webinar - Increasing Your Students' Odds of Success



 

 

Editors Sought for The Journal of Behavioral Disorders

 

Three year term begins July 1, 2014                                              

Application packets Due April 1, 2014 – Editors will be announced at the CEC business meeting in Philadelphia.

As referenced directly from the CCBD Handbook (available at ccbd.net), the responsibilities of the editor of Behavioral Disorders include:

Publish four (4) issues of Behavioral Disorders each volume year.
Conduct the business operations of the journal, including receiving manuscripts from authors and sending same for review by consulting editors, summarizing reviewer’s evaluations & relaying these to authors, sending copies of manuscript reviews to all consulting editors reviewing a given manuscript, working with editorial staff to prepare copy for publication, supervising publications staff, maintaining a board of active and productive consulting editors, and reporting to the Publications Chair concerning his/her activities.
Assist the Publications Chair in negotiating printing contracts and preparing a Publications Committee budget and reports.
 
Applications should be sent electronically as a single PDF to the CCBD publications committee chair Kimberly Vannest (kvannest@tamu.edu)
 
Individuals or teams may submit an application packet that includes the following:

-  Current curriculum vitae that includes work history and relevant scholarly activity.
-  At least three letters of support from peers or mentors. One letter should be from an institutional representative who can confirm that the applicant is able to devote the time required of a journal editor.
-  Letters should address editorial qualifications and skills as well as institutional support when appropriate.
-  A detailed statement describing the plans of the applicant during tenure as editor Applicants are encouraged to address the following issues:
      -  Reasons for applying for the position of editor.
      -  The applicant’s view of the role of the journal within the mission of CCBD.
      -  Management plan for editorial duties and he distribution of editorial duties if a team of editors is applying.
      -  Ideas for encouraging a healthy volume of submissions to the journal.
 
Thank you for your willingness to serve the field and support CCBD. CCBD Membership is required of Editors.

Please contact the publications chair if you have any questions, all inquiries are confidential. Kimberly Vannest at kvannest@tamu.edu for more information on application requirements.

  


Announcements

 

Elections for the CCBD Executive Committee

CCBD Members: If you have not already done so, please remember to VOTE for who you would like to see on the CCBD Executive Committee. Voting ends soon.  Thank you!

Proposed Increase in Membership Dues


 A motion to increase CCBD membership dues has passed the CCBD Executive Committee.  The new dues would be effective in 2015 (proposed dues listed below). A vote on the proposed dues will occur at the upcoming CCBD General Business meeting at the CEC National Convention in Philadelphia.

 Proposed dues increase, effective 2015
Premier - $35
Professional - $35
Retired - $35
Associate - $35
Student - $20
International - $65 (no change)
 
 Preconvention Workshops at the CEC National Convention

If you haven’t yet registered for a preconvention workshop during CEC 2014, now is the time! Attendees come away with a greater understanding of the topic, knowledge to improve their practice and strategies they can use immediately.

As a member of CCBD at CEC 2014, you need to check out workshops Multi-Tiered Instruction, Support, and Assessment for English Learners: Making Appropriate Decisions, where you will review critical characteristics that guide instruction and interventions in bilingual programs, or RIGHT RESPONSE Elements Certification, where you can learn the cycle of crisis understanding and response.

For more information, visit www.cec.sped.org/convention.

 

 

This worked for me!
Submitted by Lonna Moline, Ed.D
Eastern Carver County Schools

 

Crash, by Jerry Spinelli

Looking for a good book to read with your students?  Spinelli’s “Crash” is a novel that takes a look at growing up, bullies, and family. It leads the reader to examine personal morals through a humorous narrative.

Crash Coogan is a seventh grade all star football player. He tends to be self-centered and a bully. Webb, his vegetarian, earth friendly neighbor has been his target for years. Crash teams up with his buddy Mike to make Webb’s life miserable. Through the story, the author leads the reader to examine the root of Crash’s bully behavior, misplaced anger. After a family crisis, Crash learns what is really important in life.

This book made for excellent discussion for a group of reluctant readers. The students were able to identify with the various characters and were eager to see what would happen next. You know it is a good choice when the students don’t want to stop reading!

 

 

Strategies for Dealing with Aggression in the Classroom
Ozalle M. Toms, Ph.D.
University of Wisconsin- Whitewater


There are two different types of aggression, verbal and non-verbal. Verbal aggression includes a student being defiant or non-compliant, continuously arguing with others, belittling, threating or bossing others, swearing and using sarcasm.  Physical aggression can be exhibited as kicking, hitting, biting, fighting, spitting, and throwing objects with intent to do harm others or destroy property. In addition to vandalism, stealing can also be classified as aggressive behavior. There may also be other behaviors displayed that were not listed. This brief will provide some strategies and considerations when working with students who display aggressive behaviors. 

Proactive Strategies

 What proactive interventions are effective in changing hostile-aggressive behavior?

The most important proactive strategy is providing environmental supports in your classroom. Rules and procedures should be clear. The consequences for following the rules or breaking the rules should be explicated, fair, and implemented with consistency. Rules and procedures must be taught so students have a clear understanding of what’s expected. Modeling and role-playing can help the student learn what’s expected in the classroom environment and new behaviors that may need to be taught during social skills training. Incorporating self-monitoring and cuing into your classroom management system can help a student assume more responsibility for his or her behavior. Token economy systems can be implemented to allow for positive reinforcements and therefore motivating students to change behavior. The use of cooperative learning in your classroom should also be considered. Cooperative learning gives students the opportunity to learn from their peers both academically and behaviorally.

            For more information and resources on Token Economy Systems see:

http://kc.vanderbilt.edu/kennedy_files/Token%20Economy%20Tips%20and%20Resources.pdf

            For more information about Cooperative Learning see:

https://www.teachervision.com/cooperative-learning/resource/48649.html


What other proactive measures should be taken?


Functional assessment. Functional assessment is a prescriptive approach that is used to determine what function an aggressive or violent behavior serves for the student.

Amendments to the Individuals with Disabilities Education Act (IDEA), which were mandated in 1997, required that schools use function-based intervention plans that focus on positive behavior strategies. In fact, the use of FBAs has shown to be effective in reduction of problem behaviors and increasing appropriate behaviors of students (Reid & Nelson, 2002; Ervin et al., 2001).

An FBA includes a four step process that involves: (a) conducting interviews and direction observations to obtain information about a student’s behaviors and background, (b) developing a hypothesis about the functional relationship to determine if the student is trying to obtain something or escapes something, (c) conducting  functional analysis to manipulate selected variables to test the hypothesis; and (d) creating, implementing, and assessing appropriate interventions to teach the student more socially acceptable alternate behaviors (Herzinger & Campbell, 2007).

For more information on conducting functional behavior assessments see:

http://www.ped.state.nm.us/RtI/behavior/4.fba.11.28.pdf


 Knowing the warning signs of a violent episode and how to respond. It’s vital to get to know your students.  This will allow you to recognize cues, signals, or other stimuli that typically precede a violent episode may help to avert a crisis. These signs will vary from student to student, but may include any or several of the following: turning red, tightening fists, using profanity, crying, abrupt silence, glaring, narrowing of eyes, hyperventilation, increase in heart rate, abnormal noises, or any other extreme alteration in behavior. Your response to these signs is also important. Many times verbally reprimanding students can have an adverse effect on their behavior. The use of non-verbal cues may be considered such as, a particular hand gesture, written or pictures cues of which the meaning has already been taught to students.

Crisis management plan. A crisis plan should be developed for any student who has a history of displaying aggressive behavior. When creating the plan, the setting in which the behavior occurs should be considered. The behavioral signals that are apparent in the student before the behavior occurs is also helpful. Looking at the ABCs of the behavior will be beneficial in answering these questions.

 A
Antecedent
Event
Stimulus
B
Target 
Behavior
Response 
 C
Consequence
Event
Reinforcement 

            A (Antecedent), is what happens right before the behavior occurs. This could be the time of day, a request of the student, a particular activity, etc. B (Behavior) is the actual behavior that occurs. This could be in the form of verbal or non-verbal aggression. The last component of the ABC is the C (Consequence), what happens immediately after the behavior. Is the student given something? Is something taken away? Is the student removed from the setting?

            Even when using proactive strategies a student may still become aggressive. When a student becomes aggressive; the teacher should follow the individual crisis management plan that has been created for the student.

Guetzloe (2000) provided the following information in an article that discussed strategies for working with students who displayed aggression and violence behavior:

Following the crisis management plan. “The steps to follow during an aggressive or violent episode should be rehearsed until they become automatic, so that when a student    shows signs of impending loss of control, the plan can be followed precisely without hesitation. Guidelines for carrying out the individualized crisis management plan are as follows:

-  Play the role of “calm, cool, and composed.” Acting in this manner actually helps a person to remain calm.
-  Be assertive and directive but not aggressive. Do not threaten the student verbally or physically.
-  Be as nonintrusive and noninvasive as possible. Do not move toward the student or invade his or her space. • - - - --  Communicate expectations verbally and nonverbally. Always tell the student to stop (with an accompanying hand signal) and give a directive statement, as further explained below.
      -  Send for help and get rid of the audience (the rest of the students).
      -  Wait for help (if possible).
      -  Do not argue and do not respond to verbal abuse.
      -  Use physical intervention only as a last resort, and then only if policies permit and you are well trained in its use”. (Guetzloe , 2000 p. 35)

Conclusion

This brief has provided strategies and considerations for working with students who are aggressive.  A proactive approach is best practice but when an episode does occur a behavior plan and steps for implementation should be available.

 
References

Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E., & Poling, A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30, 193-210.

Guetzloe, E. (2000). Practical strategies for working with students who display aggression and     violence. Reaching Today’s Youth 5(1) 33-36.

Herzinger, C.V. & Campbell, J.M., (2007). Comparing functional assessment methodologies: A    quantitative synthesis. Journal of Autism and Developmental Disabilities, 37, 1430-1445.

Reid, R., & Nelson, J. R. (2002). The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behaviors. Remedial and Special Education, 23, 15-23.

  

 


The Janus Project: Capturing Conversations From Leaders in the Field 

A Conversation with Frank Wood  

Teagarden, J., Zabel, R., & Kaff, M

Kansas State University

 

The Janus Project started in 2006 with the expressed purpose of collecting and archiving the thoughts and insights of the pioneers in the field of educating children with emotional-behavioral disorders. This mission was expanded in 2010 to include contemporary leaders as well.  This project has been sponsored in part by the Midwest Symposium for Leadership in Behavior Disorders (MSLBD).  One of the products of this project is an archive of the past presentations made at the annual MSLBD meeting.  This archive is available on the web at the following URL: http://www.mslbd.org/stories_and_information.htm.

The Janus project uses a standard protocol of questions that ask the participant to describe their entry into the field and subsequent career, identify people and events that played a significant influence on the field, reflect on what they see as the future of the field, and offer advice to those just entering the field.   To date, nearly sixty conversations have been collected both in an individual and group format.  A complete listing of the conversations and links to the video footage is located at the following URL:http://www.mslbd.org/stories_and_information_interviews_with_professionals.htm .

The first featured JANUS conversation is with Dr. Frank Wood conducted in 2010.  Dr. Wood graciously shared his reflections and thoughts on his long and significant career in working with children with emotional-behavior disorders. 

*****

JANUS: Tell us how you got into this field?

Wood: I taught for two years beginning in 1954 on the Big Cypress Seminole Indian reservation in southern Florida. Raquel and I and our newborn son felt challenged at first – no phone, fifty miles from town, and the responsibility for teaching as many as 20 students ranging in age from five to seventeen -- but it was a wonderful experience that confirmed our interest in teaching children and youth.

When our son turned two, we decided the reservation was too isolated for raising a family. Raquel had graduated from the University of Minnesota, so we decided I should seek a teaching position there. In September of 1956, I began teaching a regular fifth grade classroom in north Minneapolis – in what today would be called the “inner city.” The classes were fairly large as many as 42 or 43 students. In a group that large, you expect to have several students who have difficulty adjusting to school and perhaps have more serious social and emotional problems. Because the group was so large, I couldn’t do as much for those students with special needs as I wanted. One day I read in the staff newspaper that that the district planned to start a class at the elementary level for students who had emotional -- I think at that time it said for emotionally disturbed students. I called to see if one of my students might be eligible for the program and, to make a long story short, in the fall 1958, I began teaching the new class. Twelve students were on the roster; ten showed up. The only thing they had in common was that all had been on what the district called “school excuse” the previous year. “School excuse” meant that you were excused from compulsory attendance. 

Minneapolis had a school that served delinquent students from the city and Hennepin County but there were no classes in the public schools for students with social and/or emotional problems. In 1958, the Minnesota State Legislature approved a law that extended Special Education aid to cover groups that had not been previously served including a group the law called emotionally disturbed and socially maladjusted. My class in Minneapolis was the first class for emotionally disturbed students located in a public school rather than an institution.

JANUS:  What made you decide to pursue advanced training?

Wood:  Wilderson and Balow planned and began the new training program, and after a couple of years, they invited me to come work on a PhD.  I became the first PhD student with a particular focus on EBD. I hesitated about making this move because I realized that it would put stress on my family. Raquel, who is a very wise person and not afraid to speak her mind, said, “Frank, if you want to do this, I think you ought to do it. But if you don’t want to do it, will you please stop taking courses at the university? This business of taking one or two courses, always thinking you’re going to learn something that’s going to solve the problems that you’re dealing with.  Either really work at it or stop taking courses.” Pushed to make a decision, I went to the University to finish a PhD.

JANUS:  Tell us some of the roles that you’ve played in your career?

Wood:  I filled a variety of different roles within the College of Education, but my favorite roles always has involved teaching, advising, and working with students. Each summer we had 10 to 20 teachers working in a special St. Paul summer program for students with emotional/behavioral disorders. I spent time on site as a support to those teacher interns.

It was always difficult for the young students in those programs to figure out just who I was. They offered various suggestions to me. One that always amused me was when someone asked, “Who is he?” and before I could say anything, another kid said, “Oh, he doesn’t do anything, he just hangs around all day.” I just hung around but I was getting a good experience myself while adding to the training milieu.

I got involved early on with the Council for Children with Behavior Disorders, as it came to be called, in the Council for Exceptional Children. I was actually present at the first organizational meeting while I was still a graduate student. Frank Wilderson and I were in Philadelphia at a national CEC convention in about 1962. A dozen or so directors of new teacher education programs for teachers of emotionally disturbed students got together to talk about organizing a new division of CEC. The new division came into existence a year or two later. Frank was one of the early presidents, and later I was a president of CCBD and also served as the divisional representative on the CEC Board of Governors. Attendance at ICEC conventions grew very large over time, and it was helpful to have CCBD activities and sessions as a place to find friends and colleagues from across the country that were working in the same area.

Some smaller, more focused conferences brought people together who were interested in a narrower area like emotional disturbance, social maladjustment, and juvenile delinquency. These are valuable places for the exchange of information. The Midwest Symposium for Leadership in Behavior Disorders is one, and the TECBD conference is another. Sheldon Braaten’s conferences in emotional/behavioral disorders sponsored by the Behavioral Institute for Children and Youth have made a real contribution to the field. We must not forget the CCBD-sponsored conferences organized for many years by Dr. Lyndall Bullock. 

For several years in the 1970’s we at Minnesota organized the Advanced Training Institutes and brought together teacher educators and tried to disseminate the most current thinking about ways to educate students who had emotional/behavioral disorders. Those were very exciting. People wanted to share their ideas; they were interested in having them get out to the field. I think the Institutes really met the objective of disseminating information in a timely fashion to the people across the country.

JANUS:  What advice do you have for persons entering the field?

Wood:  I’m getting along in years now, and I don’t have the energy level or the brain function that I had when I was younger, but I know I would enter this field again as a young person if I could. I found wonderful opportunities to work with very, very interesting, challenging students. The opportunity to try to help these children and youth and adults focus their “deviance” as constructively as possible is a good reason for getting involved in their education.

The second thing I would say is that people who are attracted to work with this group are themselves very interesting. I don’t want to say that they are deviant, but in some ways maybe they are, because they’re attracted to a difficult challenge.  So, I would say that the group you’re working with, trying to help and helping some, and the people you get to work with, those are both very positive reasons for spending part of your life in this field.

*****

     The previous excerpts were taken from the conversation held with Dr. Wood.  The complete interview was the bases of an article in Intervention in School and Clinic  (ISC) (Zabel, et. al., 2011).  The video of this conversation is available at the following URL: https://archive.org/details/ConversationWithFrankWood_183 .  The members of the JANUS project would like to thank Frank for his service, support, and vision for the field.

Upcoming conversations will feature the thoughts of Dr. Mary Margaret Wood, Dr. Richard Whelan and Dr. Nicolas Long.


Zabel, R., Kaff, M., & Teagarden, J. (2011). Understanding and teaching students with emotional-behavioral disorders: a conversation with Frank Wood. Intervention in School and Clinic, 47, 125-132.

 

  


Communities of Practice in the National COP on School Behavioral Health

Part 6: A Community that Stepped things up with a COP

 Mike Paget, Treasurer, CCBD


A few years ago when I was working in the South Carolina Department of Education, I was visiting a school in Camden, SC, to support their interest in PBIS. When I got there I became aware that this was a much bigger story – the PBIS initiative was a part of a much more comprehensive community wide initiative to reduce violence in the schools and community, and to improve safety for all youth. I want to share a bit of information about their story. The truth is, they had never heard of the phrase, “Community of Practice.” And that makes their story all the better.

Camden, SC was shaken to its core by a number of high profile violent events. On December 8, 2007 the community was shocked by the shotgun murder of a 17 year old young man in what was thought to be gang-related violence. The shooting shattered the lives of five young men and their families, and shook the sense of safety that the community had previously felt. In another event that same year a 14-year old girl was abducted, sexually assaulted, and held captive in an underground bunker. Other community violence included robberies at gunpoint. The community began to ask how they could keep their youth, and their community, safe.

They refused to wring their hands in worry. Leaders in Camden sought funding to support a community wide effort at safety and success for youth. They wrote a successful grant, which gave them the resources to organize existing services and create new ones so that students were safer in school, and in the community.

As a newsletter article, I have to keep this brief; so here is a teaser: Part of their work included expanding PBIS to a number of schools in the district, adding School Resource Officers to their schools, and providing onsite Mental Health professionals to their schools. In addition, they recruited all the existing youth and family services in the community to provide better supervision and opportunities for youth.

But I know that some of you are going to be intrigued, wanting to know more. So here’s a link to read about this community’s “Community of Practice for Youth and Community Safety”:http://www.kershaw.k12.sc.us/safeschools/

It doesn’t take a grant to get this work done. In this case they had the benefit of grant resources. But the initiative came from the hearts and minds of those concerned about their youth. I encourage you to consider what relationships can be nurtured in your school and community to address challenges to safety and success.

 

 

Canadian Member-at-Large Report


With spring just around the corner I can’t help but let my thoughts wander in anticipation to my two most appreciated aspects of spring: renewal and new growth.  It is a time for renewal and new growth of sorts for me at CCBD as well. In my role as Canadian Member at Large for CCBD, it is time for me to review what is working well, and not, and to begin initiation of new endeavors and initiatives that will further the broader objectives of CCBD, but also specifically those of our Canadian members and the youth we serve.

One such initiative is to improve networking between professionals conducting, or interested, in conducting research on emotional and behavioural disorders, and to link them together in order to facilitate opportunities for partnerships and collaboration. If you are a teacher working in or outside of special education, a school administrator, graduate student or a university professor/researcher, I would like to invite you to share a brief overview of your research interests in this area with me so that I can compile a list of what research is going on in what geographical areas, subject areas, and by whom. Once shared, persons with common interests can contact each other as appropriate. If you know of someone in your school/district/institution who is not currently an active member of CCBD but conducts research in this area, or would benefit from knowing more about CCBD’s research focus, then please share this newsletter with them and encourage them to contact me. My e-mail address for you to share your interests, as well as your collogues queries is mikep@nipissingu.ca

In regard to new growth, in addition to the invitation for new networking opportunities above, is a renewed focus on recruitment of new members across Canada. For this, I am asking you for your help. There is not a school and hardly a classroom in the entire country that does not contain students presenting extremely challenging behaviours, many of whom have or will be soon identified as having emotional or behavioural disorders. CCBD has a long standing history of providing research based best practices for teachers to use in their classrooms to both prevent and address challenging behaviours, as well as assisting teachers with understanding and addressing the actual causes of such behaviour. CCBD will continue to move forward in this regard and continue to be there for teachers offering PD and expertise to assist them in addressing the never-ending challenges before us in education today.  Just as you have, all teachers benefit from membership and participation in CCBD and I am asking you to be an advocate for and to spread the word about CCBD and encourage your collogues to join CEC, and when they do, ensure that they make the well informed choice to select a sub membership with CCBD!  The more Canadian members we have in CCBD, linked, communicating, and collaborating together, the stronger a force we can be to collectively educate ourselves and policy makers in order to develop meaningful and impactful initiatives that best meet the needs of the students we serve.

For those of you planning on attending CEC this year in Philadelphia – I want to meet you there! If you see a CCBD representative, ask if I am nearby and please come and introduce yourself. I would like to meet you and speak to you in person in regard to your ideas and needs as to how I can better serve as your representative and as your Canadian voice here on the CCBD Executive. For those of you who were undecided about attending – don’t delay! It is certain to prove to be a very informative conference and a great opportunity to meet and to learn more about your fellow CCBDers!!! See you there!

 

Mike Parr


 

 


News From Our Regions

Submitted by Lonna Moline, Regional Services and Membership (RSM)


Hi Fellow Devotees to the World of EBD! 

I am excited to be getting so many new members involved and engaged! That is how we stay connected and get things done! 

I am so excited to say that we have some NEW active states!

New Active States:

Tennessee has become active! Welcome! Please contact James Fox foxj@etsu.edu or Clinton Smith csmit279@utm.edu  if you are interested in becoming more involved.


Welcome also to California! Please contact Peter Alter pja3@stmarys-ca-.edu

or Whitnee Garret whitnee07garrett@gmail.com.

 
Also, contact Kayla Alvidrez,  Kayla_a@nmsu.edu to be come involved with New Mexico!

 
If you are interested in getting your state more involved....let us know!!! We need more leaders....and that could be YOU!

 

News from the Regions:

Fantastic news is Chad Rose will be taking over Region 3 (IA, KS, MN, MI, ND, SD). Please contact him if you are interested in being involved in your state or want to be a leader. We know you are out there! rosech@missouri.edu

 

Don’t forget about all the opportunities available in Region 5!! They have many professional opportunities available. Check out their websites to see all the opportunities for professional development!

I am looking forward to seeing you in PA!

Lonna Moline
RSM CCBD


 A
Antecedent
Event
Stimulus
B
Target 
Behavior
Response 
 C
Consequence
Event
Reinforcement 

 A
Antecedent
Event
Stimulus
B
Target 
Behavior
Response 
 C
Consequence
Event
Reinforcement 

 A
Antecedent
Event
Stimulus
B
Target 
Behavior
Response 
 C
Consequence
Event
Reinforcement