Utilizing the Teaching Interaction Procedure to Train Special Education Teachers in Behavioral Artistry

Autor/in	Bukszpan, Amy R.
Titel	Utilizing the Teaching Interaction Procedure to Train Special Education Teachers in Behavioral Artistry
Quelle	(2023), (89 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Endicott College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0612-4
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Interaction; Self Contained Classrooms; Behavior Modification; Skill Development; Interpersonal Competence; Students with Disabilities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Interaktion; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Special education teachers are asked to deliver high-quality instruction with compassion and care (Cipriano et al., 2016). The development of interpersonal characteristics that positively influence the quality of the interaction have been shown to be predictors of success (Callahan, 2019). Despite the critical impact of these soft skills on the success of the special education teacher and their students (Botke et al., 2018) many special education teachers lack these competencies due to inadequate training, support, and well-defined models (McLeskey & Billingsley, 2008; Skaalvik & Skaalvik, 2021). Further, limited research exists on effective methods to train and provide ongoing feedback for special education teachers to implement these soft skills in their classrooms. Conversely, the presence of these characteristics, adapted to manage the unique aspects of the special education classroom, results in what has been described as a self-assured, self-reflective, creative, and optimistic "behavior artist" (Foxx, 1985). While emerging literature reveals that the skills of behavioral artistry are socially valid among caregivers of children with developmental disabilities (Broomhead, 2012; Callahan et al., 2019; Glenn-Applegate et. al., 2016), the training of these skills in teachers has yet to be developed and evaluated. As such, the purpose of the current study was to assess the effectiveness of the teaching interaction procedure (TIP) in implementing features of behavioral artistry. Six special education teachers in self-contained special education classrooms participated in this study. The results of the study demonstrated that skills of behavioral artistry could be taught through the utilization of TIP. Further, these skills were maintained following the completion of the intervention. This study adds to the efficacy of TIP to train staff and the application of TIP to the training of soft skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01