Introduction
The Teacher Educators for Children with Behavior Disorders (TECBD) Conference has long been a beacon for educators and practitioners seeking to enhance their skills in managing behavior disorders in children. The recent special issue stemming from the TECBD conference offers a wealth of research findings that can significantly impact how practitioners approach their work. This blog will explore the key outcomes from the conference, offering insights into how these findings can be implemented in practice to create better outcomes for children.
Telehealth Interventions: A New Frontier
The COVID-19 pandemic has accelerated the adoption of telehealth models, and the TECBD conference highlighted the effectiveness of these interventions. Batton et al.'s study demonstrated the potential of telehealth in caregiver training using the Online and Applied System of Intervention Skills (OASIS). This manualized approach allowed caregivers to apply applied behavior analysis principles to children with autism spectrum disorder. Despite limitations like small sample sizes and lack of experimental control, the study underscored the positive impact on caregiver efficacy and child outcomes.
Practitioners can leverage these findings by integrating telehealth models into their service delivery, particularly for families on waitlists for in-person services. This approach not only broadens access but also empowers caregivers with essential skills.
School-Based Wellness Centers: A Supportive Environment
Moya et al.'s research on school-based wellness centers revealed their significant role in supporting students' emotional and academic success. By providing a physical space for self-regulation and addressing internalizing behavior problems, these centers have become vital components of a multitiered system of support. The positive correlations between wellness center usage and academic success, particularly among Black/African American and Asian students, highlight the centers' importance.
Practitioners should advocate for the establishment of wellness centers within schools, emphasizing their role in fostering self-regulation and emotional well-being, which are critical for academic success.
Supporting Students in Foster Care
Students in foster care often face unique challenges, and D'Angelo et al.'s study emphasizes the need for targeted support during their transition to school settings. The research highlights the importance of socioemotional supports, collaboration, and seamless record transfer to ensure stability and success.
Practitioners working with foster care students should prioritize establishing strong support networks and individualized plans to facilitate smooth transitions and promote educational success.
Eye Gaze Preference Assessments: Understanding Preferences
Riden et al.'s systematic review on eye gaze preference assessments offers insights into identifying preferred stimuli for individuals with limited vocal repertoires and mobility. The findings suggest that these assessments can effectively identify preferences, providing a basis for motivation and engagement.
Practitioners can incorporate eye gaze preference assessments into their practice to better understand and respond to the needs of individuals with disabilities, enhancing their ability to tailor interventions effectively.
Universal Screening: A Comprehensive Approach
Briesch et al.'s exploration of universal behavior screening within the Comprehensive, Integrated Three-Tiered (Ci3T) model highlights the importance of systematic data collection and usage. The study identifies the need for additional guidance on using screening data to address specific student concerns.
Practitioners should focus on developing clear protocols for behavior screening and data usage, ensuring that interventions are data-driven and targeted to individual student needs.
Video Modeling: Enhancing Daily Living Skills
Athorp et al.'s brief report on video modeling demonstrates its effectiveness in improving daily living skills for students with intellectual disabilities. The use of portable technology and video modeling can significantly enhance independence in various tasks.
Practitioners should consider incorporating video modeling into their teaching strategies, particularly for students with intellectual disabilities, to promote independence and skill acquisition.
Conclusion
The TECBD Conference research provides a rich tapestry of insights and strategies that practitioners can integrate into their work. By embracing these data-driven approaches, practitioners can enhance their skills and create meaningful outcomes for children with behavior disorders. To delve deeper into the research findings, we encourage you to read the original research paper: Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference.
