COVID-19 has yielded extraordinary challenges and profound disruptions to traditional academic research. The 2020 annual Teacher Educators of Children with Behavioral Disorders (TECBD) Conference, hosted by Arizona State University, was held virtually. Although we had a reduced number of submissions this year, the high quality of them allowed us to maintain the tradition of producing this special issue. For this special issue of ETC, we offer five articles selected using on a doubleblind review process. The first two articles relate to tiered systems of supports and decision making. The next two articles focus on specific interventions, selfregulated strategy development and precision request, and their use with students with emotional and behavioral disorders (EBD). The final article presents findings of a survey that assessed educators’ perceived trust and use of classroom behavior management resources. We hope that readers find the content of this special issue interesting, enlightening, and relevant on their quest for knowledge. We applaud the authors for their persistence in conducting rigorous research and dissemination during a phenomenal and unique time. Understanding priorities for professional learning of educators, who are implementing the comprehensive, integrated, three-tiered (Ci3T; Lane et al., 2020) model of prevention is essential, as they address students’ academic, behavioral and social emotional well-being needs. The special issue starts with an article by Common et al. examining the professional learning needs of faculty and staff from schools implementing Ci3T. In this study, the authors surveyed faculty and staff from 25 elementary schools in five districts across three states. The survey sought educators’ views around the implementation of core components of their school’s Ci3T implementation and their preferences for professional learning content and modalities. The authors’ results indicate that most respondents reported high levels of implementation for core Ci3T features across the tiers. In addition, educators reported high levels of implementation for 10 out of 19 research-based practices used within the tiered system. The top three areas for professional learning sought by educators in this sample were behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. Finally, this study found top-rated avenues for professional learning, which included in-district, during-school workshops, courses for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. This study extends the literature on the professional learning needs to empower faculty and staff working within integrated tiered prevention models. Educ. Treat. Child. https://doi.org/10.1007/s43494-021-00057-z

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特刊简介：行为障碍儿童教师教育者 (TECCBD) 会议

COVID-19 给传统学术研究带来了非凡的挑战和深刻的破坏。由亚利桑那州立大学主办的 2020 年度行为障碍儿童教师教育者 (TECBD) 会议以虚拟方式举行。尽管今年我们的投稿数量有所减少，但高质量的投稿让我们保持了制作本期特刊的传统。对于本期 ETC 特刊，我们提供了五篇采用双盲评审过程选择的文章。前两篇文章涉及支持和决策的分层系统。接下来的两篇文章侧重于具体的干预措施、自我调节的策略发展和精确要求，以及它们对患有情绪和行为障碍 (EBD) 的学生的使用。最后一篇文章介绍了一项调查的结果，该调查评估了教育工作者对课堂行为管理资源的感知信任和使用情况。我们希望读者发现本期特刊的内容有趣、有启发性，并且与他们对知识的追求息息相关。我们赞扬作者在一个非凡而独特的时期坚持进行严格的研究和传播。了解正在实施全面、综合、三层 (Ci3T; Lane et al., 2020) 预防模式的教育工作者的专业学习优先事项至关重要，因为它们解决了学生的学业、行为和社会情感健康需求. 特刊以 Common 等人的文章开头。检查实施 Ci3T 的学校教职员工的专业学习需求。在这项研究中，作者对来自三个州五个区的 25 所小学的教职员工进行了调查。该调查征求了教育工作者对他们学校实施 Ci3T 核心组件的看法，以及他们对专业学习内容和方式的偏好。作者的结果表明，大多数受访者报告了跨层核心 Ci3T 功能的高水平实施。此外，教育工作者报告了分层系统中使用的 19 种基于研究的实践中有 10 种的高水平实施。在这个样本中，教育工作者寻求的前三个专业学习领域是行为降级技巧、小组社交技能指导和支持学生内化行为模式的策略。最后，这项研究发现了最受好评的专业学习途径，包括地区内、校内研讨会、在线大学学分课程、教师协作/网络以及一对一辅导或指导。本研究扩展了有关专业学习需求的文献，以增强在综合分层预防模型中工作的教职员工的能力。教育。对待。孩子。https://doi.org/10.1007/s43494-021-00057-z