No abstract

The disruptive behavior of a 9-yr-old boy was eliminated by the illumination of a light on the subject's desk, which represented the loss of free time later in the day. Instructions alone failed to reduce the frequency of disruptive behavior. When the light was removed and disruptive behavior no longer resulted in a loss of free time, disruptive behavior returned to its previous level.

Among the many factors that contribute to staff development needs for experienced teachers are IDEA compliance, curriculum standards, faculty turnover, high-stakes testing, and increased expectations among policymakers and school patrons. As teachers pursue personalized staff development plans, they seek opportunities to enhance their skills and expand their knowledge. Typically, if they are engaged in a graduate-degree program, they are likely to depend on their home institution of higher education (IHE) as the source for their professional growth experiences. If they are not pursuing a degree program, they may look to their employer to provide staff development opportunities or, on their own, seek opportunities that best fit their needs and aspirations. With the emergence of the Internet access to professional development opportunities is increasing at an unprecedented rate. Offerings by IHEs on the Internet are increasing, professional associations are developing web sites to offer staff development, and e-leaming in the commercial sector is evolving as a source for staff development. Thus, the Internet has dramatically changed the potential for accessing staff development anytime, anywhere. The need for staff development among teachers to fully implement the Individuals with Disabilities Education Act (IDEA) is exacerbated by the growing shortage of trained personnel and the tendency for states to allow emergency waivers• for noncertified teachers to enter the field when the supply of certified teachers does not meet the demand. In particular, educators trained to work with students with disabilities continue to be in short supply (

Among the many factors that contribute to staff development needs for experienced teachers are IDEA compliance, curriculum standards, faculty turnover, high-stakes testing, and increased expectations among policymakers and school patrons. As teachers pursue personalized staff development plans, they seek opportunities to enhance their skills and expand their knowledge. Typically, if they are engaged in a graduate-degree program, they are likely to depend on their home institution of higher education (IHE) as the source for their professional growth experiences. If they are not pursuing a degree program, they may look to their employer to provide staff development opportunities or, on their own, seek opportunities that best fit their needs and aspirations. With the emergence of the Internet access to professional development opportunities is increasing at an unprecedented rate. Offerings by IHEs on the Internet are increasing, professional associations are developing web sites to offer staff development, and e-leaming in the commercial sector is evolving as a source for staff development. Thus, the Internet has dramatically changed the potential for accessing staff development anytime, anywhere. The need for staff development among teachers to fully implement the Individuals with Disabilities Education Act (IDEA) is exacerbated by the growing shortage of trained personnel and the tendency for states to allow emergency waivers• for noncertified teachers to enter the field when the supply of certified teachers does not meet the demand. In particular, educators trained to work with students with disabilities continue to be in short supply (