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Teaching Effort and the Future of Cognitive-Behavioral Interventions

Michael M. Gerber and Emily J. Solari
Behavioral Disorders
Vol. 30, No. 3, Special Issue: Cognitive-Behavioral Interventions (May 2005), pp. 289-299
Stable URL: http://www.jstor.org/stable/43153787
Page Count: 11
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teaching Effort and the Future of Cognitive-Behavioral Interventions
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Abstract

In this article we discuss two impediments to widespread adoption and implementation of cognitive-behavioral intervention (CBI) procedures by teachers of students with behavior disorders. First, its principles can be difficult, even for researchers and other specialists. Second, despite ample demonstration that teachers can be taught CBI techniques, implementation at significant scale is impeded by historical resistance to the use of behavioral techniques, even after 30 years of research meant to place behavior management in schools on a scientific basis. We conclude with comments on the likelihood of wider use of CBI and offer recommendations for a research implementation agenda that focuses on generalization of appropriate use of CBI across teachers and schools.

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