2011 Midwest Symposium for Leadership in Behavior Disorders
Proposal to Present
1. Presentation Title (18 word max): Teacher Organization and Students
with Behavior Disorder
2. First presenter (contact person): Kate Willems
3. Title and affiliation: Collaborative Middle School Teacher at Adel Desoto
Minburn Middle School
4. Complete mailing address:
3215 Grand Ave.
Des Moines, IA 50312
5. Work Phone: (515) 993-3490
6. E-mail address: kateawillems@yahoo.com
7. Second presenter, if applicable: N/A
8. Title and affiliation: N/A
9. Complete mailing address: N/A
10. Work phone: N/A
11. E-mail address: N/A
12. Additional presenter(s) if applicable – include name, title, affiliation
and complete address, including e-mail, for each presenter beyond the
first two:
__________________N/A________________ __________________N/A________________
__________________N/A________________ __________________N/A________________
13. Type of proposed presentation (mark one):
____x____ Breakout
____x____ Overhead provided only of requested at rschmidt@sunflower.com
_________ Poster Session (table space provided)
_________ Check only if electrical power is needed
14. Indicate how the proposed session addresses the conference theme:
The subject area of organization and its effects on student
behavior/students with behavior disorders is an area that is
grounded in research-based practice. Some research done on the
subject include the following publications:
Title of Publications
Evidence-Based Practices for
Students With Emotional and
Behavioral Disorders: Improving
Academic Achievement
Authors of Publications
Farley, Cynthia1
Torres, Caroline1
Wailehua, Cat-Uyen T.1
Cook, Lysandra1
Best Practices to Support Student
Behavior
Regan, Kelley S. ; Michaud, Kim
M.
Effects of Task Organization on the
Independent Play of Students with
Autism Spectrum Disorders.
Mavropoulou,
Sophia1 smavrop@uth.gr
Papadopoulou, Eleni2
Kakana, Domna3
Special
Education Teacher Preparation in
Classroom Management:
Implications for Students With
Emotional and
Behavioral Disorders
Oliver, Regina M.1
Reschly, Daniel J.1
15. Intended audience: mark all that apply.
_________ Early Childhood
_________ Elementary
____x____ Secondary
____x____ Special Education Teacher
_________ Paraprofessional
_________ Special Education Directors
____x____ General Education Teachers
_________ Gen. Ed. Administrators
_________ Families
_________ School Child Study Team Members
_________ Other (indicate):
16. List the outcomes for the proposed session:
The outcome of this session on Teacher Organization and Students
with Behavior Disorder should be a list of organizational tools and
ideas for general and special education secondary teachers – as well
as a deep understanding as to why a teacher’s organization is
extremely important for the success and progress of all students but
especially those with behavioral disorders.
17. Abstract/Description of Session (50 words maximum):
Regardless of background, all teachers benefit from learning more
productive organizational skills. In this session, you’ll learn the basics
of organizational research and its effects on students with or without
behavior disabilities. You’ll also leave with numerous additions to
your teacher toolbox when it comes to organizational strategies that
prevent disruptive behaviors and reduce behavior escalation.
18. Presentation Description (200 word maximum): Describe in more
detail the nature of the presentation and how it would benefit the
audience including how the session topic is grounded in research-based
practice. Attach a separate sheet if necessary.
In the very first line of the publication Special
Education Teacher Preparation in Classroom Management:
Implications for Students With Emotional and Behavioral Disorders,
Regina M. Oliver and Daniel J. Reschly make it clear to readers that
“Special education teachers' skills with classroom organization and
behavior management affect the emergence and persistence of
behavior problems as well as the success of inclusive practice for
students with emotional and behavioral disorders (EBD),” (2010).
The beginning of this presentation aims to inform participants of the
research supporting teacher organization as a positive support for
students with EBD. The remaining time will be spent providing
different techniques and supplies that aid student organization in the
classroom. These include individualized folders in your classroom,
numbering assignments and pages, post-it-notes, assignments/lesson
posting and recording, reminder text-messages, facebook updates,
routines for where work is turned in, when homework is due, using
timers, etc. This will include videos of classroom
organization/routines in action, as well as recorded testimonials from
students in well-organized classrooms.