Leading the Team for Youth with Emotional and Behavioral Disorders

Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this broader special issue on the adaptation and individualization of evidence-based approaches for students with EBD is to consider innovations for tailoring multifactored interventions within tiered systems of support. In this article, we discuss potential ways that current tiered models may be strengthened using information and research strategies from developmental science to more rigorously link intervention to long-term outcomes of youth. We center this discussion on the concepts of developmental cascades and correlated constraints. We then present Tiered Systems of Adaptive Supports (TSAS) as a framework that is developmentally informed to guide individualized intervention. In this model, Tier 1 focuses on adapting general classroom strategies to support the routine daily functioning of all students; Tier 2 focuses on preventing the negative reorganization of a student’s developmental system; and Tier 3 focuses on promoting the positive reorganization of a student’s developmental system.

Section: Re-imagining Tiered Models As Tsasmentioning

confidence: 99%

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

Farmer

Bierman

Hall

et al. 2020

“…In light of the complexity of intensifying interventions for students with EBD, special education teachers can serve as intervention specialists who assist in selecting and adapting evidence-based strategies and coordinate the implementation of individualized interventions with professionals across multiple disciplines (Farmer et al, 2016; Talbott et al, 2020; Wehby & Kern, 2014). Special education teachers need knowledge and skills for selecting practice elements (PEs) from evidence-based interventions and adapting them to effectively address students’ intensive and unique needs.…”

Section: Dynamics and Challenges Of Intervening With Problem Behaviormentioning

confidence: 99%

“…As intensive interventions rely on the data-driven process, it would assume that special education teachers are no longer solely instructors with knowledge of evidence-based strategies, but function as intervention specialists who identify the issues associated with students’ nonresponsiveness to interventions, leverage the data to inform the adaptation of interventions, and are capable of selecting effective PEs and determining the degree of the modification to address students’ needs (Farmer et al, 2016). In addition, to adequately address students’ with EBD multifaceted needs, special education teachers would assume the leadership role to coordinate the work with professionals across disciplines to deliver the service to students with EBD (Talbott et al, 2020).…”

Section: Adaptive Expertise Framework Guiding Modification Of Pesmentioning

confidence: 99%

“…In addition to traditional teacher roles that integrate AE and PEs approaches, novel service delivery models also hold promise for delivering Tier 3 interventions to students. Recent literature has re-envisioned special educators’ role as intervention specialists with expertise in intensive interventions (Farmer et al, 2016; Talbott et al, 2020; Wehby & Kern, 2014). It is critical that special educators assume leadership roles as intervention specialists who work across disciplines to integrate data, help identify and adopt strategies, and coordinate interventions across multiple stakeholders to ensure effective service delivery (Farmer et al, 2016; Maggin et al, 2016).…”

Section: Implications For Service Delivery and Future Researchmentioning

confidence: 99%

“…Finally, research is needed to determine the capacity of school systems for supporting this intervention approach and the infrastructure needed to sustain it. To prepare special education teachers to develop AE, research can also investigate how teacher preparation programs embed the conceptual framework of AE in the design of coursework and clinical experience to navigate preservice and inservice teachers’ professional development (DeArment et al, 2013; Talbott et al, 2020).…”

Section: Implications For Service Delivery and Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise

Chen

Sutherland

Kunemund

et al. 2020

Self Cite

We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students’ ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.

Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

Dawes,

Sterrett,

Brooks

et al. 2024

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.