Kristine J. Melloy, Ph.D. - President CCBD
The Presidential election is eminent. Regardless of the outcome of the election, as educators, we get on with the work of helping the youth of our country realize their dreams, purpose and potential through education. Whether you are a university professor preparing teachers and administrators, or someone who works directly with children and youth in the schools, or a person who provides support to educators and students, you have a stake in the education of our youth with EBD. Please believe that you can move our students forward and that your work is important. That will be the focus of my CCBD President’s luncheon address at the TECBD Conference in Tempe, Arizona this month. This article is a preview of that address.
Moving our students with EBD forward is a task undertaken by committed and passionate educational professionals. CCBD seeks to find ways to meet the needs of those professionals when they address issues such as closing the achievement gap and disproportionality. CCBD continually searches for answers to questions such as those regarding disproportionality – especially as it relates to racial and ethnic disparities, and issues of discipline. CCBD’s Position Summary outlined several short term and long term recommendations for addressing disproportionality issues (see http://ccbd.net/news/ccbd-position-summary-federal-policy-disproportionality-special-education). I invite you as I will invite educators at the conference luncheon to engage in effective interventions such as the following that transform education for students with EBD.
Key to teachers and others becoming culturally responsive to the diversity of our student population is to have focused conversations about race and culture. Resources such as Courageous Conversations About Race(Singleton & Linton, 2006) and Beyond Diversity training (Pacific Education Group, San Francisco, CA) are available for pre-service and in-service professional development.
If students with EBD are expected to learn acceptable behaviors, teach and reinforce new behaviors through PBIS and social skills training (e.g., Allday, Hinkson-Lee, Hudson, Neilson-Gatti, Kleinke & Russel, 2012; Harjusola-Web, Parke Hubbell, Bedesem, 2012; Simonsen, Jeffrey-Pearsall, Sugai & McCurdy, 2011).
Having high expectations for academic achievement is key to closing the achievement gap. According to several authors (e.g., Mathur & Shoenfield, 2010; Oakes, Mathur, Lane, 2010; Reeves, 2006), several things educators can do to improve student achievement include:
having a ‘WIN’ (work in now) Program,
double literacy and math time,
teach time and project management, self discipline
require non-fiction writing in every class
Finally, moving our students with EBD forward using data to drive decisions (e.g., The Leadership and Learning Center, Englewood, CO) on a continuous basis will place everyone on a trajectory toward success. Schools and other organizations entrusted with our students with EBD that “analyze and use data are better able to make decisions about sustaining powerful practices, making midcourse corrections, and discontinuing ineffective practices” (LLC manual, 2008p. xiii).
Becoming culturally responsive, teaching acceptable behaviors, having high academic expectations and using data to drive decisions are four ideas that can transform education programs for students with EBD.
In my term as president, I know that the achievement gap and disproportionality will not go away. However, I plan to continue moving forward with CCBD in doing what we can to help children and youth with EBD realize their dreams, purpose and potential in life. Please join me in this continuing effort!
Allday, R.A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Leinke, A. & Russel, C.S. (2012). Training general educators to increase behavior specific praise: Effects on students with EBD. Behavioral Disorders, 37.
Beyond Diversity: Coaching for Racial Equity (2012). Pacific Educational Group, Inc. San Francisco, CA.
Decision making for results: Data-driven decision making, 2nd Edition (2008). The Leadership and Learning Center, Englewood, CO.
Harjusola-Webb, S., Parke Hubbell, S., Bedesem, P. (2012). Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives.Beyond Behavior, 21, 29-36.
Mathur, S. & Schoenfeld, N. (2010). Effective instructional practices in juvenile justice facilities. Behavioral Disorders, 36, 20-27.
Oakes, W., Mathur, S. & Lane, K. (2010). Reading interventions for students with challenging behavior: A focus on fluency. Behavioral Disorders, 35, 120-139.
Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: ASCD.
Singleton, G. & Linton, C. (2006). Courageous conversations about race. Corwin Press, Thousand Oaks, CA.
Simonson, B., Jeffrey-Pearsall, J., Sugai, G.& McCurdy, B. (2011). Alternative setting-wide positive behavior support. Behavioral Disorders, 36.
What Do You Really Know about the Medications Your Students Take?
Joe Ryan - CCBD Vice President
Psychotropic medications have become an increasingly popular intervention for children with emotional and behavioral Disorders (E/BD). While only 2% to 3% of children and adolescents in general education are prescribed psychotropic medications, prevalence rates increase dramatically (26%) when dealing with special education students, with the highest rates (52% to 76%) found among children with ADHD and E/BD. While psychotropic medications do not cure mental illnesses, they often help children control their symptoms, enabling them to function better within society, their families, and school.
Table 1 below provides numerous web resources available for parents and educators to find out more information about the many different types of psychotropic medications prescribed to children. For instance, the Mayo Clinic maintains a web based resource that provides a listing of therapeutic and side effects for both prescription and over the counter medications. The efficacious use of these medications requires monitoring students for desired behavioral outcomes, as well as potential side effects. While physicians are ultimately responsible for monitoring medication effectiveness, they can not do so within the confines of the classroom and must rely upon feedback from educators. Given teachers are in close proximity of students for up to six hours per day, they are in an excellent position to monitor medication effectiveness and provide feedback to the prescribing physician. Unfortunately, most teachers have minimal knowledge regarding many of these medications. The TECPlus link http://journals.cec.sped.org/tecplus/vol6/iss2/art1/ provides an article that discusses the role of teachers in medication therapy to help ensure the therapeutic benefits of medication therapy are maximized, while minimizing the risks of adverse side effects.
World Wide Web Resources for Parents & Educators on Psychotropic Medications
* Adapted from Ryan & Katsiyanis (2010)
Ryan, J. B. & Katsiyannis, A. (2010). Helping schools ensure medication therapy is conducted in a safe and efficacious manner. Teaching Exceptional Children Plus, 6(2), 1-12.
CCBD is Seeking Nominations
The Howard Muscott CCBD Distinguished Service Award
Award recognizes service to CCBD which is well above and beyond the normal responsibilities of members who are elected or who are serving on appointed committees.
Recipient will be provided a plaque in addition to airfare and 1 day’s per Diem at the current CCBD rate, towards participation in the International CEC Conference in order to receive the award.
To apply for the award, submit the following:
A letter of nomination which indicates the name, address, phone number of the nominee, reasons for making the nomination, the nominee’s CEC identification number, and other information which might be helpful to thereview committee. The name of the person/organization making the nomination should also be included; and
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.
Submit proposal, budget and a letter attesting to departmental approval electronically to:
Dr. Joseph Ryan
The Outstanding Professional Performance Award
The Outstanding Professional Performance Award honors 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 and quality of his/her work, and who can also speak to the person’s character.
Airfare to the Annual CEC convention
2-day stipend to attend the convention
A plaque commemorating the award
- A letter of nomination, which indicates the name, address, phone number of the nominee, reasons for making the nomination, the nominee’s CEC identification 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;
- 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
The award will be presented at the Annual CCBD Business Meeting.
Submit an electronic copy of the nominating materials, by January 15, 2013, to:
The Carl Fenichel Memorial Student Research Award
Award will be given to students conducting research projects, theses, or dissertations in the area of children with Emotional or Behavioral Disorders.
Recipient will be awarded $400.00, along with airfare and a 2 days per Diem at the current CCBD rate, towards participation in the International CEC Conference.
To apply for the award, the student must submit the following:
A copy of the approved proposal and a 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 or regional CCBD conferences and abstracts of the funded project will appear in appropriate CCBD publications.
Papers must be approved for competition by the applicant’s department or college.
Deadline for receipt of applications and all materials is January 11, 2013.
Submit proposal, budget and a letter attesting to departmental approval electronically to:
Dr. Joseph Ryan
For further information, contact Joe Ryan by email (firstname.lastname@example.org).
Interested in Serving CCBD?
Are you interested in serving CCBD in some capacity? If so, please contact Diana Rogers-Adkinson, Past President at email@example.com. She can help you match your skills and talents to an area of need for the board.
Erika Blood, CCBD Newsletter Editor
I continue to be interested in ways the Newsletter may be changed or updated in order to better serve the members of CCBD. I would love to hear from you all with your comments and suggestions! Therefore, if you haven’t already, please take a few minutes to go to the link provided below and respond to a few short survey questions. It will not take long, and your input is greatly appreciated! Thank you!!
The CCBD Newsletter presents a variety of viewpoints on sensitive and diverse issues. The views expressed or implied, unless otherwise noted, should not be interpreted as official positions of the Council for Children with Behavioral Disorders.
The CCBD Newsletter is published 6 times a year by the Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington, VA 22202-3557. Members’ dues to CCBD include subscription to the newsletter.
Send all news items and inquiries to Erika Blood, Northern Illinois University, College of Education, Department of Special and Early Education, Gabel Hall 162K, DeKalb, IL 60115-2828; email: firstname.lastname@example.org
Change of e-mail address should be phoned (toll-free) to CEC at (888) 232-7733.
Regional Services and Membership News
I’d like to take this opportunity to introduce myself. My name is Lonna Housman Moline and I am the new RSM Committee Chair. Cheryl George did such an outstanding job for so many years that it will be a TOUGH act to follow!! Please join me in thanking her for her energy, enthusiasm, and leadership over the years.
I have been active in CCBD since 1994. I have held board and committee positions in my state of Minnesota. I am currently President. I have also been the CCBD Regional Coordinator for Region 3. Now, I am up to the challenge and honor of being the RSM Chair. CCBD has been such an important part of my professional and personal life. CCBD has provided support for me through my studies, first during my Masters in Special Education and then again during my Doctoral studies. CCBD is where I go to find the latest research, to find inspiration, and to find friendships. I have made many lifelong friends by being active in CCBD. It is the perfect place to find others who share my passion and dedication for youth with emotional and behavioral challenges.
I hope to meet and greet you personally at one of the upcoming conferences. I will be at the annual TECBD conference in Arizona (October) and the CEC conference in San Antonio (April). I love to hear people’s stories and listen to new ideas. I believe that membership is mean for YOU. So tell us what is important to you. Please, stop by the CCBD table and talk with me. I truly want to hear from you!
If you can’t make one of the conferences, send me an email: email@example.com or visit me on the Ning: ccbdning.ning.com
Hope to hear from you soon!