Mike is Right: Lessons Learned from Reflections

Abstract

After reading Through a Glass Darkly: Reflections on Our Field (Nelson, 2003), I am impressed by Nelson's tenacious dedication to the behavioral sciences and translation of that science into improving the lives of chil-dren and youths. His enthusiasm for advocacy and results is contagious. In this brief article, I have the privilege of reflecting on Mike's reflections, which is really a look at how his contributions have shaped many of our professional behaviors-mine in particular. So, what do we learn from these reflections?The Importance of AdvocacyFirst, we learn that active and persistent advocacy is needed if we are to have any hope of effecting meaningful change in how all students are educated and supported. always has been and will continue to be a spokesperson for children and youth with behavioral disorders. As is evident in his past work and his current article, he unflinchingly holds the field accountable for the consequences of its past decisions and for the opportunity and responsibility to do better. tells us that we cannot assume that educators, policymakers, families, and community agents will do the right thing. Our educational past is cluttered with failures associated with the adoption of non-evidence-based practices.Mike is right: We must advocate actively and continuously, and we must police our own as well as ourselves. He might be viewed as overly tenacious by some, but he has convinced me that we can't be otherwise. Without overt advocacy, we run the risk of replaying our past failures. His advocacy positions are clear: (a) adopt and sustain the use of evidence-based behavioral practices; (b) keep special education for students with disabilities, especially behavioral disorders; and (c) stay true to our behavioral tradition.The Importance of Evidence-Based PracticesSecond, from Mike's reflections we learn that evidence-based practices do exist and are accessible. However, the challenge is to be clear about what constitutes evidence and how evidence is obtained and presented (Carnine, 1995, 1997). We all know that even the best demonstrations and replications of a functional relationship do not guarantee that a practice will produce the same outcomes under the myriad conditions that exist in real environments. However, is right: We also know that evidence can assist us in narrowing choices, maximizing results, and minimizing harm.One of my favorite Mike books is Strategies for Addressing Behavior Problems, co-authored with Mary Margaret Kerr (Kerr & Nelson, 2002). This text should be on everyone's shelf because it presents and organizes best practices for educating students with behavioral disorders in ways that are accessible and meaningful to practitioners. To their credit, and Mary Margaret continually upgrade this book to reflect the results of new research and provide refinements for improved implementation and outcomes. The book is in its fourth edition.The Need for Effective Host EnvironmentsThird, is right: The existence of evidence-based practices does not predict adoption and accurate and durable use of those practices. reminds us that we always must consider the host environment in which a need exists and a practice is being considered (Zins & Ponti, 1990). Clearly, the challenge is to do more than increase awareness and tell teachers and other support agents what to do.As evidenced by the multitude of higher education methods courses and staff development workshops, opportunities to translate research and disseminate practice clearly exist. However, using a descriptor made famous by Stokes and Baer (1977), many of our preservice and inservice activities reflect a train-and-hope approach. I am embarrassed by the number of times I have led one-shot staff development events in which content was presented and then it was assumed or hoped that eager participants would adopt, adapt, implement, and sustain what they had been given. …