Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self- efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems.

The purpose of this study was to explore the theoretical beliefs endorsed by school and mental health counseling students (n = 17) enrolled in an introductory counseling theories course. Using Q methodology, the investigators identified students' shared beliefs about human nature, change, and counseling upon entering the course (Time Point I) and at completion (Time Point II), as well as shifts in endorsement between these two time points. The findings reveal three themes for Time Point I and five themes for Time Point II, indicating that shared beliefs among counseling students evolve over time with increased classroom exposure. The authors discuss these distinct themes and relevant implications for counselor educators.