Annual TECBD Conference

November 16-18, 2023

The annual Teacher Educators for Children with Behavior Disorders (TECBD) conference is the premier educational research conference for teacher educators working with children and youth with severe behavioral disorders. It was established in Arizona in 1976 by Dr. Robert B. Rutherford with the mission to disseminate quality research in the field and to help students, educators, and university faculty alike. TECBD began its mission long before support for students with severe behaviors was the norm. It continues to be a leader for showcasing the very best that our field has to offer.

The 2023 TECBD Conference will be a hybrid event. The agenda will include workshops, strands, and general sessions delivered in a variety of formats.

• In-person at the Tempe Mission Palms Hotel November 16-17
• Virtually on November 18

This conference will benefit administrators, teachers, behavior therapists, counselors, researchers, or anyone interested in the education of children and youth with emotional and behavioral disorders. The conference offers over 150 different sessions on topics related to:

• Academic interventions
• Culturally responsiveness in EBD
• Behavioral interventions
• Internalizing behaviors
• Aggression and violence in schools
• Assessment
• Restraint and Seclusion
• Research to Practice
• Autism research and interventions
• Positive Behavior Interventions and Supports (PBIS)
• Characteristics of students with EBD
• Multi-tiered Systems of Support
• Inclusion
• General EBD
• Juvenile Justice
• Transition

• In-person registration rates
  • Full registration: $275
  • Single day: $175
  • Non-ASU student: $125
• Virtual registration (November 18): $35

Pay online with a credit card. Purchase orders may be mailed. A copy of the registration form for each attendee MUST accompany the purchase order.

Mail payments to:
TECBD Conference
Arizona State University
PO Box 871811
Tempe, AZ 85287

11 a.m. Thursday, November 16

Alfredo J. Artiles, Stanford University
Futurescapes of Interdisciplinary Inequality Research in the E/BD Field

In this keynote I address key challenges facing special education researchers in the 21st century. I argue the E/BD research community has significant opportunities to refine the conceptualization and implementation of research through interdisciplinary cross-fertilizations. This is particularly important for the examination of disability intersections with race, language, social class, and gender. I contextualize this discussion by outlining the tensions emerging from two major developments in the last two decades of this century, namely an unprecedented reckoning with racial injustice and the refashioning of deficit framings. I note how these trends have become visible in E/BD identification research and inquiries on discipline inequalities. I conclude with the delineation of futurescapes for E/BD research calling attention to intersectionality, contextual influences (including cultural and organizational dimensions), and emic perspectives.

12 p.m. Friday, November 17

Robin Parks Ennis, University of Alabama at Birmingham
Students with EBD in Educational Research: Who are We Serving?

The term emotional and behavioral disorders (EBD) refers a much broader group of students beyond those served under the emotional disturbance eligibility category. As we seek to understand which practices are evidence-based for students with EBD, how we classify and identify students is critical. Let’s explore findings from a systematic review of intervention research from the past ten years highlighting classification and identification procedures to better understand who we are serving.