Severe Behavior Disorders of Children and Youth: introduction

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From: Education & Treatment of Children(Vol. 29, Issue 4)
Publisher: West Virginia University Press, University of West Virginia
Document Type: Article
Length: 1,292 words
Lexile Measure: 1820L

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This issue of Education and Treatment of Children marks the 29th issue of the Council for Children with Behavioral Disorders Monograph Series on Severe Behavior Disorders of Children and Youth. The 13 articles published here represent a peer-reviewed sample of papers originally presented at the 29th Annual Teacher Educators for Children with Behavior Disorders Conference held in Tempe, Arizona in November of 2005. This volume is devoted to providing in-depth information on the education and treatment of students with emotional and behavioral disorders (EBD). Consulting editors from both Education and Treatment of Children and Behavioral Disorders, as well as additional reviewers from the field, were responsible for reviewing and selecting these articles for publication. These articles address a number of issues and challenges, suggest a number of programmatic strategies, and propose directions for future research and practice for students with EBD.

The issue begins with the Rick Neel's keynote address at the TECBD conference in November 2005. Neel responds to the many challenges and possible opportunities for children with EBD presented by No Child Left Behind legislation. He offers two snapshots of how opportunities for collaboration and cooperation between general and special educators and new technologies can enhance the education of children with emotional and behavioral disorders.

The next two articles focus on the impact of function-based interventions on the behavior of students with or at-risk of behavior disorders. Kathleen Lane, Jessica Weisenbach, M. Annette Little, Andrea Phillips, and Joe Wehby provide two successful illustrations of teacher-designed and implemented (as opposed to university personnel led) function-based interventions for students identified as at-risk for EBD. They suggest that general education teachers are able to design and implement function-based interventions, playing a key role in all stages of the systematic process. Carl Liaupsin, John Umbreit, Jolenea Ferro, Annmarie Urso, and Gita Upreti examined the effectiveness of a systematic process for identifying the function of a 14-year-old 7th grader's problem behaviors and designing interventions that directly...

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Gale Document Number: GALE|A155235282