Training Strands - CCBD Conference
October 4 – 6, 2007, Dallas, Texas

 Ensuring a Brighter Future for Troubled Children/Youth: Challenges and Solutions

 
Alternative Educational Programs Designed to Ensure Positive Student Outcomes – 3 sessions
The focus of this strand will be on a range of placement intervention options (e.g., day and residential treatment, interim alternative placements, remedial education programs, charter schools) for children and youth with challenging behaviors. Discussion will revolve around legislation and litigation that has helped to shape current policies and practices. In addition, evolving evidence-based practices that focus on social, behavioral, academic, and vocational instruction will be examined.


Mental Health Issues in Children and Youth – 3 sessions
There is an increasing number of children and youth who enter school with serious mental health needs (e.g., depression, bi-polar). Many of these students do not qualify or at least do not receive special education services and often those who do receive services are usually labeled as emotionally disturbed. It is important that school personnel be aware of these special needs and how to advocate for the students. This strand will focus on evidence-based practices to address the needs of these students.


Autism Spectrum Disorders: Effective Strategies to Promote Positive Student Outcomes—3 sessions
In this strand the focus will be on the identification and assessment procedures, proven effective intervention strategies, and evolving school- and home-based program options for students with autism spectrum disorders. Emphasis will be on evidence-based practices that may be implemented by direct service providers.


Teaching Math to Secondary Students with Emotional/Behavioral Disorders – 3 sessions
This strand will focus on math-related academic deficiencies among adolescents with emotional/behavioral disorders. Discussion will highlight assessment and intervention strategies and procedures that have proven to be effective in programs designed for secondary school-age youth.

Teaching Reading to Secondary School-Age Students with Emotional/Behavioral Disorders - 3 sessions
This strand will focus on reading and reading comprehension deficiencies among adolescents with emotional/behavioral disorders. Discussion will highlight assessment and intervention strategies and procedures that have proven to be effective in programs designed for secondary school-age youth.


Early Intervention for Children at Risk for Social/Emotional Problems—6 sessions
The focus of this strand will be on legislation/litigation that has influenced policies and/or practices related to early intervention. Discussion will include an examination of the accumulated research and its implication for early intervention for children who may be at-risk for social/emotional problems and their families. Emphasis will be on evidence-based practices.


Providing Services for Elementary School-Age Children from Culturally, Ethnically, and Linguistically Diverse Backgrounds Who are at-risk for E/BD—6 sessions
The focus of this session will be on the changing demographics of the elementary school-aged population and the increasingly more diverse instructional needs of children. Discussion will include the influence of background and experience on learner characteristics, culturally and linguistically sensitive assessment practices, and relevant evidence-based curriculum, management, and instruction.
 

Drop-Out Prevention of Students with or At-Risk for Social/Emotional Failure - (3 sessions)
In this session, focus will be on the increasing number of students who fail to complete public education. An examination will be made of the demographics (e.g., ethnicity, gender, socioeconomic factors) pertaining to students with or at-risk for emotional/ behavioral disorders. Further, discussion will highlight research on social policy and disciplinary practices that impact students’ decisions to stay in school. Finally, information will be presented on promising practices to encourage these students to be school completers.


Providing Educational Services in Secure Setting – 3 sessions
The focus of this strand will be on providing effective services to youth with challenging behaviors who are placed in secure settings (e.g., detention centers, correction facilities). Discussion will revolve around legislation and litigation that has helped shape current policies and practices. In addition, evolving evidence-based practices that focus on social, behavioral, academic, and vocational instruction will be examined.
 

Providing Services for Secondary School-Age Youth from Culturally, Ethnically, and Linguistically Diverse Backgrounds Who are at-risk for E/BD—6 sessions
The focus of this session will be on the changing demographics of the secondary school-aged population and the increasingly more diverse instructional needs of adolescents. Discussion will include the influence of background and experience on learner characteristics, culturally and linguistically sensitive assessment practices, and relevant evidence-based curriculum, management, and instruction.


Teaching Core Academic Subjects to Students with Emotional/Behavioral Disorders in the Elementary School—3 sessions
This strand will focus on deficiencies in core academic among elementary school-age students with emotional/behavioral disorders. Discussion will highlight assessment and intervention strategies and procedures that have proven to be effective in programs designed for elementary school-age children.
 

Re-examination of Effective Classroom Management with Focus on Learners with or At-Risk for Emotional/Behavioral Disorders – 3 sessions
In this strand the focus will be on the critical review and analysis of past-to-present research on classroom management. In addition an examination will be made of the proliferation of recent research that encourages the refinement and extension of old and new strategies. Emphasis will be on evidence-based practices that work in the classroom.


Integrating Academic/Non-Academic Instruction to Learners with or At-Risk for Emotional/Behavioral Disorders - 6 sessions
In this strand the focus on the reciprocal relationship between classroom learning, behavior problems, and social/interpersonal deficits. Discussion will emphasize strategies and procedures that facilitate the integration of academic and non-academic instruction. Attention will be given to the challenge of maintenance and generalization with a focus on evidence-based practices that work in the classroom.