Sage Journals: Discover world-class research

Abstract

School counselors and special education teachers are most often the professionals called upon to support students with intensive, challenging behavioral and emotional needs. However, research suggests that many preparation programs fail to provide training specific for intensive evidence-based interventions. We review the context and need for interdisciplinary school counselor and special education teacher training and provide a perspective on potential directions for addressing this need in professional preparation.

Keywords

challenging behaviors interdisciplinary personnel preparation mental health concerns

Get full access to this article

View all access options for this article.

References

American School Counselor Association. (2015). The school counselor and student mental health. ASCA position statements. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_StudentMentalHealth.pdf

American School Counselor Association. (2016). The school counselor and students with disabilities. ASCA position statements. https://schoolcounselor.org/asca/media/asca/PositionStatements/PS_Disabilities.pdf

American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.).

American School Counselor Association. (2019b). ASCA school counselor professional standards & competencies. https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (n.d.). Student-to-school-counselor ratio 2018–2019. https://www.schoolcounselor.org/asca/media/asca/home/Ratios18-19.pdf

Anderson

C. M.

Rodriguez

B. J.

(2014). Supporting students with behavioral challenges in inclusive schools. In McLesky

Waldron

N. L.

Spooner

Algozzine

(Eds.), Handbook of effective inclusive schools (pp. 410–424). MacMillan.

Anderson

Smith

Olsen

Algozzine

(2015). Systematic alignment of dual teacher preparation. Rural Special Education Quarterly, 34(1), 30–36. https://doi.org/10.1177/875687051503400107

Arden

S. V.

Pentimonti

J. M.

(2017). Data-based decision making in multi-tiered systems of support: Principles, practices, tips, & tools. Perspectives on Language and Literacy, 43(4), 19–23.

Astramovich

Holden

(2002). Attitudes of American School Counselor Association members toward utilizing paraprofessionals in school counseling. Professional School Counseling, 5(3), 203–210.

10.

Baggerly

Osborn

(2006). School counselors’ career satisfaction and commitment: Correlates and predictors. Professional School Counseling, 9(3), 197–205. https://doi.org/10.1177/2156759X0500900304

11.

Ballard

M. B.

Murgatroyd

(1999). Defending a vital program: School counselors define their roles. NASSP Bulletin, 83(603), 19–26.

12.

Barrett

Eber

Weist

(2016). Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. National Positive Behavior Intervention Support Center. http://www.pbis.org/school/school-mental-health

13.

Barrow

Mamlin

(2016). Collaboration between professional school counselors and special education teachers. VISTAS Online, 42, 1–7. https://www.counseling.org/docs/default-source/vistas/article_427cfd25f16116603abcacff0000bee5e7.pdf?sfvrsn=e2eb452c_4

14.

Beavers

G. A.

Iwata

B. A.

Lerman

D. C.

(2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46(1), 1–21. https://doi.org/10.1002/jaba.30

15.

Bell

Heller

Shah

Westmaas

(2013). Strategies for compensating North Carolina’s teachers. Sanford School of Public Policy, Duke University. https://eboard.eboardsolutions.com/Meetings/Attachment.aspx?S=10399&AID=14205&MID=868

16.

Benner

G. J.

Kutash

Nelson

J. R.

Fisher

M. B.

(2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15–29. https://doi.org/10.1353/etc.2013.0018

17.

Berkeley

Bender

W. N.

Peaster

L. G.

Saunders

(2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95. https://doi.org/10.1177/0022219408326214

18.

Bethune

K. S.

Wood

C. L.

(2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97–114. https://doi.org/10.1177/0888406413478637

19.

Bettini

Wang

Cumming

Kimerling

Schutz

(2019). Special educators’ experiences of roles and responsibilities in self-contained classes for students with emotional/behavioral disorders. Remedial and Special Education, 40(3), 177–191. https://doi.org/10.1177/0741932518762470

20.

Biglan

Layton

G. L.

Jones

L. B.

Hankins

Rusby

J. C.

(2013). The value of workshops on psychological flexibility for early childhood special education staff. Topics in Early Childhood Special Education, 32(4), 196–210. https://doi.org/10.1177/0271121411425191

21.

Bloom

S. E.

Iwata

B. A.

Fritz

J. N.

Roscoe

E. M.

Carreau

A. B.

(2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44(1), 19–31. https://doi.org/10.1901/jaba.2011.44-19

22.

Boe

E. E.

deBettencourt

Dewey

J. F.

Rosenberg

M. S.

Sindelar

P. T.

Leko

C. D.

(2013). Variability in demand for special education teachers: Indicators, explanations, and impacts. Exceptionality, 21(2), 103–125. https://doi.org/10.1080/09362835.2013.771563

23.

Bowers

Whitford

Maines

(2018). Effects of the Student Success Skills program with exceptional students: Influences and outcomes. Journal of Humanistic Counseling, 57(3), 173–190. https://doi.org/10.1002/johc.12081

24.

Boyle

Boulet

Schieve

Cohen

Blumberg

Yeargin-Allsopp

Kogan

(2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics, 127(6), 1034–1042. https://doi.org/10.1542/peds.2010-2989

25.

Brewer

E. W.

Clippard

L. F.

(2002). Burnout and job satisfaction among student support services personnel. Human Resource Development Quarterly, 13(2), 169–186.

26.

Brock

C. H.

Case

Taylor

S. S.

(2013). Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81–100.

27.

Bruder

M. B.

(2004, December). The national landscape of early intervention and early childhood special education: 619 Data report. A. J. Pappanikou Center for Excellence in Developmental Disabilities. http://www.uconnucedd.org/projects/per_prep/per_prep_resources.html

28.

Bureau of Labor Statistics, U.S. Department of Labor. (2020a). Occupational outlook handbook, high school teachers. Retrieved May 27, 2020, from https://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm

29.

Bureau of Labor Statistics, U.S. Department of Labor. (2020b). Occupational outlook handbook, kindergarten and elementary school teachers. Retrieved May 27, 2020, from https://www.bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm

30.

Bureau of Labor Statistics, U.S. Department of Labor. (2020c). Occupational outlook handbook, middle school teachers. Retrieved May 27, 2020, from https://www.bls.gov/ooh/education-training-and-library/middle-school-teachers.htm

31.

Bureau of Labor Statistics, U.S. Department of Labor. (2020d). Occupational outlook handbook, school and career counselors. Retrieved May 27, 2020, from https://www.bls.gov/ooh/community-and-social-service/school-and-career-counselors.htm

32.

Bureau of Labor Statistics, U.S. Department of Labor. (2020e). Occupational outlook handbook, special education teachers. Retrieved May 27, 2020, from https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm

33.

Center for Health and Health Care in Schools. (2014). The impact of school-connected behavioral and emotional health interventions on student academic performance. An annotated bibliography of research literature. http://healthinschools.org/wp-content/uploads/2016/10/CHHCS_2014-Annotated-Bibliography-FINAL1.pdf

34.

Centers for Disease Control and Prevention. (2016). Children’s mental health report. https://www.cdc.gov/childrensmentalhealth/

35.

Clark

M. A.

Breman

J. C.

(2009). School counselor inclusion: A collaborative model to provide academic and social-emotional support in the classroom setting. Journal of Counseling & Development, 87(1), 6–11. https://doi.org/10.1002/j.1556-6678.2009.tb00543.x

36.

Collins

B. C.

Ludlow

B. L.

(2018). Best practices for students with moderate and severe disabilities: A rural retrospective. Rural Special Education Quarterly, 37(2), 79–89. https://doi.org/10.1177/8756870518764636

37.

Cook

(2013). Unraveling evidence-based practices in special education. Journal of Special Education, 47(2), 71–82. https://doi.org/10.1177/0022466911420877

38.

Cook

Tankersley

Cook

Landrum

Bryant

Pfannenstiel

(2015). Republication of “Evidence-based practices in special education: Some practical considerations. ” Intervention in School and Clinic, 50(5), 310–315. https://doi.org/10.1177/1053451214532071

39.

Council for Exceptional Children. (2015). What every special educator must know: Professional ethics and standards. https://www.cec.sped.org/~/media/Files/Standards/Professional%20Ethics%20and%20Practice%20Standards/Code%20of%20Ethics.pdf

40.

DeMato

D. S.

Curcio

C. C.

(2004). Job satisfaction of elementary school counselors: A new look. Professional School Counseling, 7(4), 236–245.

41.

Dimmitt

Carey

J. C.

Hatch

(2007). Evidence-based school counseling: Making a difference with data-driven practices. Corwin Press.

42.

Evans

S. W.

Koch

J. R.

Brady

Meszaros

Sadler

(2013). Community and school mental health professionals’ knowledge and use of evidence-based substance use prevention programs. Administration and Policy in Mental Health Services Research, 40, 19–330. https://doi.org/10.1007/s10488-012-0422-z

43.

Evans

S. W.

Simonsen

Dolan

(2016). School-level practices. In Barrett

Eber

Weist

(Eds.), Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. National Positive Behavior Intervention Support Center. https://www.pbis.org/resource/advancing-education-effectiveness-interconnecting-school-mental-health-and-school-wide-positive-behavior-support

44.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 (2015).

45.

Flynn

(2015). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25(1), 1–31. https://doi.org/10.1007/s10864-015-9231-2

46.

Fry

Parker

(2019). A demographic portrait of today’s 6- to 21-year-olds, from the Pew Research Center. Phi Delta Kappan, 100(7), 13–16. https://doi.org/10.1177/0031721719841332

47.

Garland

K. V.

Vasquez

(2013). Management of classroom behaviors: Perceived readiness of education interns. Journal of Scholarship of Teaching and Learning, 13(2), 133–147.

48.

Griffith

Mariani

McMahon

H. G.

Zyromski

Greenspan

S. B.

(2019). School counseling intervention research: A 10-year content analysis of ASCA- and ACA-affiliated journals. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759x19878700

49.

Gruman

D. H.

Hoelzen

(2011). Determining responsiveness to school counseling interventions using behavioral observations. Professional School Counseling, 14(3), 183–190. https://doi.org/10.1177/2156759X1101400302

50.

Hall

J. G.

(2015). The school counselor and special education: Aligning training with practice. The Professional Counselor, 5(2), 217–224. https://doi.org/10.15241/jgh.5.2.217

51.

Hanley

G. P.

Iwata

B. A.

McCord

B. E.

(2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147

52.

Harn

(2017). Making RTI effective by coordinating the system of instructional supports. Perspectives on Language and Literacy, 43(4), 15–18.

53.

Harris

H. L.

(2013). A national survey of school counselors’ perceptions of multiracial students. Professional School Counseling, 17(1), 1–19. https://doi.org/10.1177/2156759x0001700109

54.

Houchins

D. E.

Shippen

M. E.

Murphy

K. M.

(2012). Evidence-based professional development considerations along the school-to-prison pipeline. Teacher Education and Special Education, 35(4), 271–283. https://doi.org/10.1177/0888406411412396

55.

Individuals with Disabilities Education Improvement Act Amendments of 2004, Pub. L. No. 108-466, 118 Stat. 2647 (2004).

56.

Kalogrides

Loeb

Beteille

(2013). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education, 86(2), 103–123. https://doi.org/10.1177/0038040712456555

57.

Keigher

Cross

(2010). Teacher attrition and mobility: Results from the 2008-2009 teacher follow-up survey. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2010/2010353.pdf

58.

Kilgo

Bruder

M. B.

(1997). Creating new visions in institutions of higher education: Interdisciplinary approaches to personnel preparation in early intervention. In Winton

P. J.

McCollum

J. A.

Catlett

(Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 81–101). Paul H. Brookes.

59.

Kuchle

L. B.

Edmonds

R. Z.

Danielson

L. C.

Peterson

Riley-Tillman

T. C.

(2015). The next big idea: A framework for integrated academic and behavioral intensive intervention. Learning Disabilities Research & Practice, 30(4), 150–158. https://doi.org/10.1111/ldrp.12084

60.

Kunnavatana

S. S.

Bloom

S. E.

Samaha

A. L.

Lignugaris

Dayton

Harris

S. K.

(2013). Using a modified pyramidal training model to teach special education teachers to conduct trial-based functional analyses. Teacher Education and Special Education, 36(4), 267–285. https://doi.org/10.1177/0888406413500152

61.

Lambie

G. W.

(2007). The contribution of ego development level to burnout in school counselors: Implications for professional school counseling. Journal of Counseling & Development, 85(1), 82–88. https://doi.org/10.1002/j.1556-6678.2007.tb00447.x

62.

Lang

Sigafoos

Lancioni

Didden

Rispoli

(2010). Influence of assessment setting on the results of functional analyses of problem behavior. Journal of Applied Behavior Analysis, 43(3), 565–567. https://doi.org/10.1901/jaba.2010.43-565

63.

Lazara

Danaher

Goode

(2016). Section 619 preschool program: Federal appropriations and national child count 1977–2015. The University of North Carolina, FPG Child Development Institute, Early Childhood Technical Assistance Center. http://www.ectacenter.org/∼pdfs/growthcomp.pdf

64.

Leaf

R. B.

McEachin

(1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. Different Roads to Learning.

65.

Louis

K. S.

Leithwood

Walhlstrom

K. L.

Anderson

S. E.

Michlin

Mascall

Gordon

Strauss

Thomas

Moore

(2010). Investigating the links to improved student learning: Final report of research findings. Center for Applied Research and Educational Improvement. https://conservancy.umn.edu/bitstream/handle/11299/140885/1/Learning-from-Leadership_Final-Research-Report_July-2010.pdf

66.

Martin

N. K.

Sass

D. A.

Schmitt

T. A.

(2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28(4), 546–559. https://doi.org/10.1016/j.tate.2011.12.003

67.

Mason-Williams

Bettini

Gagnon

J. C.

(2017). Access to qualified special educators across elementary neighborhood and exclusionary schools. Remedial and Special Education, 38(5), 297–307. https://doi.org/10.1177/0741932517713311

68.

Mayton

M. R.

Menendez

A. L.

Wheeler

J. J.

Zhang

(2010). An analysis of evidence-based practices in the education and treatment of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45, 539–551.

69.

McCarthy

Van Horn Kerne

Calfa

N. A.

Lambert

R. G.

Guzman

(2010). An exploration of school counselors’ demands and resources: Relationship to stress, biographic, and caseload characteristics. Professional School Counseling, 13(3), 146–158. https://doi.org/10.1177/2156759X1001300302

70.

McIntosh

Av-Gay

(2007). Implications of current research on the use of functional behavior assessment and behavior support planning in school systems. International Journal of Behavioral Consultation and Therapy, 3(1), 38–52. https://files.eric.ed.gov/fulltext/EJ801186.pdf

71.

McIntosh

Horner

R. H.

Chard

D. J.

Boland

J. B.

Good

R. H.

(2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behaviors in a general education classroom. School Psychology Review, 30, 264–277.

72.

McIntosh

Horner

R. H.

Chard

D. J.

Dickey

C. R.

Braun

D. H.

(2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42(3), 131–147. https://doi.org/10.1177/0022466907313253

73.

McLeskey

Brownell

(2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). https://ceedar.education.ufl.edu/wp-content/uploads/2016/05/High-Leverage-Practices-and-Teacher-Preparation-in-Special-Education.pdf

74.

Mellard

D. F.

(2017). RTI and its connection to multi-tiered intervention systems. Perspectives on Language and Literacy, 43(3), 11–13.

75.

Mental Health America. (2016). Mental health in America—Prevalence data. http://www.mentalhealthamerica.net/issues/mental-health-america-prevalence-data

76.

Milsom

A. S.

(2002). Students with disabilities: School counselor involvement and preparation. Professional School Counseling, 5(5), 331–338.

77.

Milsom

A. S.

Akos

(2003). Preparing school counselors to work with students with disabilities. Counselor Education and Supervision, 43(2), 86–95. https://doi.org/10.1002/j.1556-6978.2003.tb01833.x

78.

National Association of School Psychologists. (2015). The importance of mental and behavioral health services for children and adolescents (Position statement). Bethesda, MD: Author.

79.

National Center on Intensive Intervention. (2013). Data-based individualization (DBI): A framework for intensive intervention. American Institutes for Research. https://intensiveintervention.org/resource/data-based-individualization-framework-intensive-intervention

80.

National Coalition on Personnel Shortages in Special Education and Related Services. (2013). Budget cuts threaten special education and related services [Press release]. https://specialedshortages.org/wp-content/uploads/2014/01/Budget-Cuts-Survey-Press-Release.pdf

81.

Nichter

Edmonson

(2005). Counseling services for special education students. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 50–62. https://doi.org/10.1080/15566382.2005.12033817

82.

Olsen

J. A.

(2016). An examination of factors that relate to school counselors’ knowledge and skills of multi-tiered systems of support (Publication No. 10161955) [Doctoral dissertation, University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global.

83.

Olsen

J. A.

Parikh-Foxx

Flowers

Algozzine

(2016). An examination of factors that relate to school counselors’ knowledge and skills in multi-tiered systems of support. Professional School Counseling, 20(1), 159–171. https://doi.org/10.5330/1096-2409-20.1.159

84.

Pelios

Morren

Tesch

Axelrod

(1999). The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior. Journal of Applied Behavior Analysis, 32(2), 185–195. https://doi.org/10.1901/jaba.1999.32-185

85.

Rock

M. L.

Spooner

Nagro

Vasquez

Dunn

Leko

Luckner

Bausch

Donehower

Jones

J. L.

(2016). 21st Century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2), 98–120. https://doi.org/10.1177/0888406416640634

86.

Romano

D. M.

Paradise

L. V.

Green

E. J.

(2009). School counselors’ attitudes towards providing services to students receiving Section 504 classroom accommodations: Implications for school counselor educators. Journal of School Counseling, 7(37), 1–36. http://www.jsc.montana.edu/articles/v7n37.pdf

87.

Schellenberg

Grothaus

(2011). Using culturally competent responsive services to improve student achievement and behavior. Professional School Counseling, 14(3), 222–230. https://doi.org/10.1177/2156759X1101400306

88.

Scott

T. M.

(2017). Training classroom management with preservice special education teachers: Special education challenges in a general education world. Teacher Education and Special Education, 40(2), 97–101. https://doi.org/10.1177/0888406417699051

89.

Scott

T. M.

McIntyre

Liaupsin

Nelson

C. M.

Conroy

(2004). An examination of functional behavioral assessment in public school settings: Collaborative teams, experts, and methodology. Behavioral Disorders, 29(4), 384–392. https://doi.org/10.1177/019874290402900406

90.

Shepherd

K. G.

Fowler

McCormick

Wilson

C. L.

Morgan

(2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83–97. https://doi.org/10.1177/0888406416637904

91.

Shufelt

Cocozza

(2006). Youth with mental health disorders in juvenile justice system: Results from a multi-state prevalence study. The National Center for Mental Health and Juvenile Justice. https://www.unicef.org/tdad/usmentalhealthprevalence06(3).pdf

92.

Smith

J. D.

(2010). An interdisciplinary approach to preparing early intervention professionals: A university and community collaborative initiative. Teacher Education and Special Education, 33(2), 131–142. https://doi.org/10.1177/0888406409357546

93.

Smith

L. C.

Garnett

B. R.

Herbert

Grudev

Vogel

Keefner

Baker

(2017). The hand of professional school counseling meets the glove of restorative practices: A call to the profession. Professional School Counseling, 21(1), 1–10. https://doi.org/10.1177/2156759X18761899

94.

Stayton

Bruder

M. B.

(1999). Early intervention personnel preparation for the new millennium: Early childhood special education. Infants and Young Children, 12, 59–69. https://doi.org/10.1097/00001163-199907000-00009

95.

Stayton

Whittaker

Jones

Kersting

(2001). Interdisciplinary model for the preparation of related services and early intervention personnel. Teacher Education and Special Education, 24(4), 395–401. https://doi.org/10.1177/088840640102400414

96.

Studer

J. R.

Quigney

T. A.

(2005). The need to integrate more special education content into preservice preparation programs for school counselors. Guidance and Counseling, 20(1), 56–63.

97.

Substance Abuse and Mental Health Services Administration. (2018). Key substance use and mental health indicators in the United States: Results from the 2017 National Survey on Drug Use and Health (HHS Publication No. SMA 18-5068, NSDUH Series H-53). Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration. https://www.samhsa.gov/data/sites/default/files/cbhsq-reports/NSDUHFFR2017/NSDUHFFR2017.pdf

98.

Sugai

Lewis-Palmer

(2004). Overview of function-based approach to behavior support within schools. Assessment for Effective Interventions, 30(1), 1–6. https://doi.org/10.1177/073724770403000101

99.

Szabo

(2011, May 23). One in six children have a developmental disability. USA Today. https://usatoday30.usatoday.com/news/health/story/health/story/2011/05/One-in-six-children-have-a-developmental-disability/47467520/1#mainstory

100.

Thornton

(2010). ‘School leadership and student outcomes’: The best evidence synthesis iteration: Relevance for early childhood education and implications for leadership practice. Journal of Educational Leadership, Policy and Practice, 25(1), 31–41.

101.

Young

Dollarhide

C. T.

Baughman

(2015). The voices of school counselors: Essential characteristics of school counselor leaders. Professional School Counseling, 19(1), 36–45. https://doi.org/10.5330/2156759X1501900101

Starting the Conversation About Interdisciplinary Counselor and Teacher Training

Abstract

Keywords

Get full access to this article

References