DOCUMENT RESUME EC 307 808 ED 441 293 Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.; Rutherford, AUTHOR Robert B., Jr., Ed. Preparation of Teachers of Students with TITLE Emotional/Behavioral Disorders. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders. Council for Children with Behavioral Disorders. INSTITUTION ISBN-0-86586-321-0 ISBN PUB DATE 1998-00-00 NOTE 125p. CEC Publications, Council for Exceptional Children, 1920 AVAILABLE FROM Association Dr., Dept. K0032, Reston, VA 20191-1589 (Stock No. 5279, $19.95; CEC members, $18.50). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; Web site: http://www.cec.sped.org. Collected Works General (020) PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE *Behavior Disorders; Classroom Techniques; *Educational DESCRIPTORS Strategies; Elementary Secondary Education; *Emotional Disturbances; Higher Education; Inclusive Schools; *Inservice Teacher Education; *Knowledge Base for Teaching; Postsecondary Education; *Preservice Teacher Education; Student Characteristics; Student Needs; Supervisory Methods; Teacher Education ABSTRACT The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs "Issues in Training Teachers for the Seriously Emotionally include: (1) Disturbed" (Frank H. Wood), which discusses preparing regular and special educators to meet the needs of students with EBD; "Knowledge/Skills (2) Needed by Teachers Who Work with Students with Severe Emotional/Behavioral Disorders: A Revisitation" (Lyndal M. Bullock, Lori L. Ellis, and Michael J. Wilson), which presents the results of a study that examined knowledge/skills statements used in teacher preparation programs for teachers of students with "Supervision of Teachers of Students with Behavioral Problems in the EBD; (3) School Setting: Special Considerations" (Louellen N. Essex), which discusses problem areas and outlines supervisory strategies to manage each; (4) "Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980-1993" (Glen Dunlap and Karen E. Childs); "Full (5) Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders" (Timothy J. Lewis, David Chard, and Terrance M. Scott); "Implementing Comprehensive Classroom-Based Programs for Students with (6) Emotional and Behavioral Problems" (Andrew L. Reitz); and (7) "The Characteristics and Needs of Inner City Pupils: Implications for Teachers of the Behaviorally Disordered" (Mary Lynn Cantrell). (Monographs contain references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders Preparation of Teachers of Students With Emotional/Behavioral Disorders Lynda! M. Bullock, Robert A. Gable, Robert B. Rutherford, Jr. Series Editors The Council for Children with Behavioral Disorders AND PERMISSION TO REPRODUCE U.S. DEPARTMENT OF EDUCATION HAS DISSEMINATE THIS MATERIAL NATIONAL INSTITUTE OF EDUCATION BEEN GRANTED BY ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve RESOURCES reproduction quality. Council for TO THE EDUCATIONAL (ERIC) INFORMATION CENTER Points of view or opinions stated in this docu- Children with ment do not necessarily represent official NIE Behavioral position or policy. Disorders -- BEST COPY AVAILABLE Retrospective Series on Critical Issues in Emotional/Behavioral Disorders Preparation of Teachers of Students With Emotional/Behavioral Disorders Lynda! M. Bullock, Robert A. Gable, Robert B. Rutherford, Jr. Series Editors The Council for Children with Behavioral Disorders 1998 B Council for Children with Behavioral Disorders 3 About the Council for Children with Behavioral Disorders (CCBD) CCBD is an international professional organization com- mitted topromoting and facilitating the education and D general welfare of children/youth with behavioral and emotional disorders. CCBD, whose members include Council for educators, parents, mental health personnel, and a vari- Children with Behavioral ety of other professionals, actively pursues quality educa- Disorders tional services and program alternatives for persons with 12=11111111MMISMII behavioral disorders, advocates for the needs of such children and youth, emphasizes research and professional growth as vehicles for better understanding behavioral disorders, and provides professional support for persons who are involved with and serve chil- dren and youth with-behavioral disorders. In advocating for the professionals in the field of behavioral disorders, CCBD (a division of The CoUncil for Exceptional Children) endorses the Standards for Professional Practice and Code of Ethics which was adopted by the Delegate Assembly of The Council for Exceptional Chil- dren in 1983. ISBN 0-86586-321-0 CEC Stock No. 05279 Copyright © 1998 by the Council for Children with Behavioral Disorders, a Division of The Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191. Printed in the United States of America / CCBD Retrospective Series II Contents Foreword Issues in Training Teachers for the Seriously Emotionally Disturbed 1 Frank H. Wood Knowledge/Skills Needed by Teachers Who Work with Students with Severe Emotional/Behavioral Disorders: A Revisitation 13 Lyndal M. Bullock, Lori L. Ellis, and Michael J. Wilson Supervision of Teachers of Students with Behavioral Problems in the School Setting: Special Considerations 37 Louellen N. Essex Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980-1993 47 Glen Dunlap and Karen E. Childs Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders 63 Timothy J. Lewis, David Chard, and Terrance M. Scott Implementing Comprehensive Classroom-Based Programs for Students with Emotional and Behavioral Problems 85 Andrew L. Reitz The Characteristics and Needs of Inner City Pupils: Implications for Teachers of the Behaviorally Disordered 103 Mary Lynn Cantrell Preparation of Teachers / iii moisim111=1IMEN Foreword This is the third in the retrospective series of monographs published by the Council for Children with Behavioral Disorders Retrospective Series (CCBD). In each, we have examined issues about which both on Critical Issues in teacher educators and practitioners have voiced major concerns. Emotional/Behavioral In the initial installment of the series, we addressed the critical Disorders area of social skills development. The second volume dealt with students with emotional/behavioral disorders (EBD). In this volume, we draw upon previously published work to critically examine the challenge of preparing teachers to work with students with EBD. Early efforts to prepare teachers of students variously identified as "serious emotionally disturbed," "emotionally disturbed," or "behaviorally disordered" stressed the identification of those teacher attributes that were predictive of positive student outcomes. With the emergence of competency-based teacher education (CBTE) in the 1970s, the field witnessed a shift in emphasis to curricular content, accountability, and teacher training that emphasized skills producing measurable changes in pupil performance. As the 21st century approaches, it is difficult to say whether the fervor that once propelled the majority of teacher preparation pro- grams to embrace CBTE has produced superior classroom teach- ers. As in the past, contrasting philosophies regarding the origin and treatment of EBD complicate an already complex process. The current literature offers varying perspectives on numerous aspects of the education and treatment of students with EBD. In selecting the articles contained in this volume, we have attempted to capture diversity of both opinion and direction regarding the preparation of teachers of students with EBD. Lyndal M. Bullock Robert A. Gable Robert B. Rutherford, Jr. Series Editors of Teachers / V Preparation ISSUES IN TRAINING TEACHERS FOR THE SERIOUSLY EMOTIONALLY DISTURBED Frank H. Wood INTRODUCTION Reprinted-from R. B. Rutherford Developing a statement on current issues for a group with the broad & A. G. Prieto (Eds.), Monograph membership of the Council for Children with Behavior Disorders and in Behavioral Disorders, Summer Teacher Educators of Children with Behavior Disorders has been an 1979, pp. 1 -13. Reston, VA: exciting challenge. In 1977, a group of us sat with Dr. Gweneth Black lock Council for Children with Brown to develop a list of priority needs which might assist the Bureau of Education for the HandicappedDivision of Personnel Preparation staff Behavioral Disorders. in making decisions about future funding for training. In preparing these comments, I drew from that discussion and from many less formal discus- sions with people in our field, parents, teachers, students, teacher educa- tors, and friends of students with special needs related to emotional disturbance and behavioral disorders. These remarks represent my own personal processing of an ongoing review of field needs and our response to them. Definitions What is "serious emotional disturbance?" Who is a "seriously emotional- ly disturbed student?" How many "seriously emotionally disturbed children and youth" are there in the United States? Is this child so "seriously emotionally disturbed" as to need and be eligible for special education services? Are the "seriously emotionally disturbed" students in the special experimental class similar to the "seriously emotionally disturbed" students in the control group? Which of these students' "seriously emotionally disturbed" behaviors are the targets of the pro- posed intervention program? What will be considered a satisfactory rate or amount of change? Can you please specify the frequency of occurrence of the behaviors you are labeling "disturbed?" of Teachers / 1 Preparation 7 It is a mistake to continue to search To suggest there is a simple answer for a general definition of "seriously would be foolish. A sustained pro- emotionally disturbance." Each of the gram of discussion and negotiation above questions, which touch on among parents, teachers, and older problems such as incidence, eligibil- students is required. But the outcome can be positive. Parents and teachers, ity for service, research generation, even when major cultural differences individual programming, and concep- We need to recognize the tual models, requires a different are involved, do not differ greatly in answer. We need to develop standards their basic values. The great majority creative potential in deviant specifying desirable parameters of of parents are deeply concerned that behavior and celebrate rather their children learn, and are as con- definitions for specific purposes such than suppress it. as these. Definitions need to be rele- cerned as teachers about disorder in vant to the purpose at hand. To assist schools. In most cases, they are ready us in thinking through this issue, we to support use of very strong control should undertake a review of present procedures, not excluding use of usage as reflected in professional corporal punishment, if told by teach- journals, legislation, and individual- ers and administrators that this is ized educational plans. Perhaps then, necessary for establishing an orderly school environment in which learning a working committee could formulate can take place. A recent report guidelines for us analogous to those developed in other areas, for example (MARC, 1976) documents a regretta- APA's recommendations for standard- ble case of this sort in New York City ized tests. junior high schools. The solution of value-related problems is found by Values. involving parents more in the making of policies that guide teachers and Although various theorists have noted administrators in the management of that the application of the label "dis- problem behaviors in schools, then turbed" to the behavior of another continuing their involvement as mem- implies a value judgment, we have bers of review boards to review the not reached consensus on the practi- implementation of policies. cal implications of this observation. Rhodes and Paul's (1978) challenge The issue raised by Rhodes and Paul to us to recognize the creative poten- is a much more difficult onehow do tial in deviant behavior and celebrate we deal with the recurrent social phe- rather than suppress it reflects values nomenon of the creation of "scape- almost diametrically opposed to those goats" from among those who behave of teachers who wish to dismiss from differently, leading to the stripping their classrooms any students whose from them of their rights to humane behaviors they consider to be disturb- treatment. The best approach we have ing or disruptive. Value-laden issues developed to date is to regulate the are also involved when cultural mi- authority of those with power to hurt nority groups demand to know why by establishing appropriate laws and disproportionate members of their guidelines for professional practice. young people have been labeled by Perhaps we can do better. the schools as "disturbed." Rich (1977) has pointed out that there may POLICY ISSUES be a sex bias favoring females where teacher evaluation of school behavior Competition for Resources is involved; females are labeled "dis- turbed" less frequently than boys. Recent court decisions have under- How do we deal with the problems lined the right of all children to a free resulting from conflicts in values? public education appropriate to their needs. These court decisions have 8 2 / CCBD Retrospective Series received congressional endorsement educational services such as school through enactment of P.L. 94-142. All health, social work, psychology, and counseling. Cuts in these areas have over this country, schools are being a major impact on special education required to serve severely disturbed and behavior disordered children and programs for severely emotionally disturbed students. For while such youth who were previously excluded supportive service programs have as ineducable or intolerably disrup- seldom been staffed to the level tive of the education of others. Other where they can assume responsibility students whose behavior is difficult to for direct service dealing with patho- manage are returning to the commu- logical conditions affecting special nity as residential institutions re- students, they have provided an im- spond to court decisions requiring portant link to the services available their deinstitutionalization. Some through community agencies. Curtail- students with histories of disturbed or ment of these supportive personnel delinquent behavior are remaining in services immediately limits the effec- the community because of public and tiveness of any special education court disillusionment with the thera- program. peutic or correctional potential of the existing institutional programs. As a Competition for Resources result, public school special educa- Within Special Education tors are being asked to plan programs for young people with whom even Even as special education as a whole institutions have found it difficult to is seeking to maintain or increase the work. overall amount of resources available for the education of the children with Emotionally disturbed children have special needs, scuffles over existing two major needs: First, there is a resources are taking place within need for the removal of pathological special education itself. Those of us physiological or environmental condi- concerned about the needs of chil- tions contributing to their maladjust- dren with behavior disorders need to ment or disturbance and a need for think clearly less we be drawn into As concerned professionals, assistance in unlearning behavior arguments and quarrels that will that is destructive to self or society. we must speak out if any child weaken our efforts on behalf of chil- Second, there is a need for assistance is prevented from receiving an dren. It is tragic, for instance, to see in developing their potential for so- groups independently lobbying for appropriate special education. cial competence through the learning the needs of severely emotionally of social skills, including those relat- disturbed children with autistic char- ed to academic achievement in acteristics over against the needs of schools. It is the second area that is moderately disturbed children. And the primary focus and area of exper- what reasons can be given for the tise of special education, but a mo- exclusion of children labeled "social- ment's reflection reveals how futile ly maladjusted" from the provisions the best educational program will be of P.L. 94-142? As concerned profes- without a complimentary program sionals, we must speak out if any focused on the first need by those child is prevented from receiving an who specialize in the removal of appropriate special education be- pathology such as medical doctors, cause he or she has the "wrong" social workers, psychologists, psychi- label, especially given our awareness atrists, and others. of the questionable validity of our labeling procedures. All these chil- Often when school boards are faced dren have desperate needs. To coop- with the necessity for cutting back on erate in plans to take from one group programs, they first think of cutbacks to serve another is short-sighted. in the areas that are not clearly direct of Teachers / 3 Preparation BEST COPY AVAILABLE Yet, there is no question that we are stream" classrooms. Systematic obser- tending to slip into groups contending vation indicates that the behavior of for the same small number of dollars children labeled "emotionally dis- rather than recognizing our common turbed," just like the behavior of the interest in increasing the size of the rest of us, does indeed vary with the total special education allocation. At characteristics of the setting. Further- a school budget planning meeting, more, the response of a given student The assumption that the one may hear an advocate for chil- to each situation is itself "individu- dren with autistic characteristics presence of the "normal" peer al." Pupil A does not respond as does speak of their needs as "greater" than Pupil B. group facilitates the learning of those of other disturbed children. socially approved behavior by This produces a response from an Adequate attention to this variation special students is the major advocate for the needs of moderately complicates our special programming. emotionally disturbed children about In addition to the continuums of reason for the placement of the poor cost/benefit ratio to be ex- special services frequently suggested such students in regular pected from serving children who (see. Reynolds and Birch, 1977), we "really should be institutionalized." "mainstream" classrooms. need an additional hotizontal contin- Those of us with a broad concern that uum of "alternative" regular and adequate services be provided for all special settings. It has been argued children with handicapped conditions earlier that the major goal in special should be alert to the need to manage education for the seriously emotional- such internal competition for special ly disturbed is a development of education funds. competence in the social and aca- demic skills required in schools. For As a Minnesota legislator told a group some students, the necessary learning of us recently, "groups such as yours will come more easily in highly struc- can help your cause greatly if you tured settings, while for others, rela- have some degree of agreement tively open settings will be more among yourselves when you come to facilitative. us at the legislature. If you come with a variety of points of view, legislators, In Minneapolis, Minnesota, a range of who usually feel much less well- educational alternatives, ranging from acquainted with the field than you highly structured "fundamental" are, have a hard time knowing where schools to very unstructured "free" to come down with help. In conse- schools, has been developed. The quence, you are less effective. I can existence of this range of options has always postpone action by saying permitted both students and parents quite sincerely, come back to see me to seek the environments with which when you have decided what you they feel most comfortable and learn want." most satisfactorily. In the case of special students, considerable coun- seling about the implications of alter- SERVICE DELIVERY natives may be necessary, but the ISSUES development of the alternatives in the regular education program has impor- The Need for Educational tant implications for the success of Alternatives the mainstreaming effort and should be supported by special educators. The assumption that the presence of the "normal" peer group facilitates Changes in the Role of State the learning of socially approved Education Agencies behavior by special students is the major reason for the placement of As a result of P.L. 94-142, dramatic such students in regular "main- changes are occurring in the role of 10 4 / CCBD Retrospective Series