Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders

Autor/inn/en	Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle
Titel	Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders
Quelle	In: Journal of Emotional and Behavioral Disorders, 24 (2016) 3, S.173-186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426616650166
Schlagwörter	Special Education Teachers; Emotional Disturbances; Behavior Disorders; Student Behavior; Correlation; Positive Behavior Supports; Intervention; Emotional Problems; Behavior Problems; Evidence Based Practice; Response to Intervention; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Specialists + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Gefühlsstörung; Student behaviour; Schülerverhalten; Korrelation; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht
Abstract	We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded. Building from a discussion of the application of dynamic systems theory to ecological intervention, we propose four types of data are needed to guide intervention intensification: universal/probabilistic knowledge and strategies, implementation science practice elements, person-oriented developmental analysis, and person-in-context interactional analyses. We discuss practice implications and propose two types of specialists: "intervention specialists" who provide direct services and have expertise adapting interventions across the academic, behavioral, and social domains and "intervention specialist coordinators" who direct intervention intensification activities across service sectors and design and monitor long-term intervention plans focused on developmentally relevant outcomes. Finally, we consider implications for research and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11