Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference

In this A-B-A-B withdrawal design study, Sabey et al. examined aggregate student-level data on the percentage of students’ compliance and latency to comply, as well as examined the frequency and total requests delivered by the teacher. The implications of this study include (a) building and implemen...

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Bibliographic Details
Published in:Education & treatment of children 2020-09, Vol.43 (3), p.219-221
Main Authors: Mathur, Sarup R., Oakes, Wendy Peia, Griller Clark, Heather, Common, Eric Alan
Format: Article
Language:English
Subjects:
Behavior disorders
Behavior Patterns
Behavioral Science and Psychology
Care and treatment
Child and School Psychology
Child psychopathology
Children's furniture
Clinical Psychology
Developmental Psychology
Editorial
Educational Strategies
Evidence-based medicine
Grade 4
Grade 6
Learner Engagement
Learning
Outcomes of Education
Psychology
School Violence
Self Contained Classrooms
Social networks
Student Needs
Students
Teacher Collaboration
Teacher Educators
Teachers
Teaching Methods
Young Children
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Summary:In this A-B-A-B withdrawal design study, Sabey et al. examined aggregate student-level data on the percentage of students’ compliance and latency to comply, as well as examined the frequency and total requests delivered by the teacher. The implications of this study include (a) building and implementing a Ci3T model may immediately appeal to educators who need additional assistance in meeting students’ behavioral and social needs; (b) professional learning experiences of participants can be enhanced by providing them ongoing coaching; and (c) creating a positive team dynamic where all team members have the opportunity to learn is essential. Five special educators from one private school system completed surveys that focused on their formal and informal collaborations, co-teaching team quality, and their SECs. The commentary concludes with implications to inform future research and raises calls for more work across researchers, policy-makers, and various other decision-makers to examine the effectiveness and potential effects of how, as a society, we analyze, prepare for, predict, prevent, and respond to mass school shootings.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-020-00028-w