Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered

The field of behavioral disorders encompasses a variety of conflicting or opposed conceptual approaches and a range of intervention techniques stemming from these approaches. This study reports a survey of teachers of the behavioraiiy dis ordered, describing and comparing their conceptual approach, employed interven tion techniques, and the goals they hold for their students. Though some relation ship was found between theoretical approach and methodology, there was little relationship between goals and philosophy or methodology. Teacher training was found to be less than comprehensive concerning possible interventions and many teachers report using techniques not included in their preservice training program. Recommendations are made concerning improvement of training and develop ment of a more unified philosophy for serving students with behavioral disorders. One of the more critical elements characterizing services for youth with behavioral disorders over the last 30 years has been the development of various conceptual models relating to the theory and practice of education for such students (Kauffman, 1989). Morse, Cutler, and Fink (1964) first articulated the diversity of classroom approaches for the delivery of services to behaviorally disordered students. Their study supported the belief that programs with a solid philosophical base and with staff who believed in that philosophy were the most likely to be effective. The work of William Rhodes and Michael Tracy (1972) on the the Conceptual Project in Emotional Disturbance in the 1970s recognized and clarified the conflicting views and con ceptions present in the field. In this project they attempted to clarify the models explaining behavior and the methods of intervention utilized in relation to each model. The National Needs Analysis in Behavior Disorders (Grosenick & Huntze, 1983) verified that there is still a wide variety in the types of models and theoretical foundations utilized in programs. They reported, however, in a review of literature of programs for the behaviorally disordered that 54% of programs studied demonstrated either a "weak or not present" philo sophical base for intervention and 63% had either "weak or not present" goals for the treat ment they delivered. Grosenick, George, and George (1988), in a comprehensive interview study of local school district programs for the behaviorally disordered, reported that only 57% can display a written program philosophy which could serve to guide action within their program. Reported separately, but asked as part of the same interview and examination of philoso phy, respondent program administrators named the underlying theory or theories of behav ior that served as the basis for intervention delivered in "most or all" of their classrooms or educational units. Most named more than one philosophy even though this would be incom patible with the question. Over 85% indicated that the behavioral perspective was used in most or all of their classroom units while 55% characterized their programs as psychoedu cational, 19% ecological, and 73% eclectic (Grosenick, George, & George, 1987). Programs for the behaviorally disordered which do exhibit a treatment philosophy are ob viously far from homogeneous in their beliefs. E. Torrey-Fuller in The Death of Psychiatry (1974) put forth the concept that the most important variable in the diagnosis of a particular behavior disorder and the treatment which is delivered is not the behavior or characteristics of the disturbed individual, but rather the institution at which the caregiver was trained. Professionals deliver service from the perspective and using the methods which they are taught as postsecondary students. Different universities offer differing conceptual models of behavior and of intervention for the behaviorally disordered.