What Do Educators Know, Do, and Think about Behavior? An Analysis of Special and General Educators' Knowledge of Evidence-Based Behavioral Interventions

Autor/inn/en	Beam, Heather D.; Mueller, Tracy Gershwin
Titel	What Do Educators Know, Do, and Think about Behavior? An Analysis of Special and General Educators' Knowledge of Evidence-Based Behavioral Interventions
Quelle	In: Preventing School Failure, 61 (2017) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1164118
Schlagwörter	Regular and Special Education Relationship; National Surveys; Special Education Teachers; Positive Behavior Supports; Intervention; Teacher Education; Teacher Education Programs; Token Economy; General Education; Evidence Based Practice; Functional Behavioral Assessment; Emotional Disturbances; Behavior Disorders; Online Surveys; Bullying; Prevention; Student Behavior; Likert Scales + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Token-Programm; Allgemein bildendes Schulwesen; Allgemeinbildung; Gefühlsstörung; Mobbing; Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Likert-Skala
Abstract	As we attempt to address the needs of students with challenging behaviors in today's classrooms, it is important to gain an understanding of general and special educators' knowledge, skills, and confidence about evidence-based behavior interventions. This article presents a national survey study of 277 special and general educators' reported behavioral knowledge and skills. Results indicated the special educators had greater knowledge about primary, secondary, and tertiary behavioral interventions than general educators. Over half of the combined educators had a less than average understanding of universal bully prevention strategies. Results also indicated the general educators had a lower level of training and confidence to work with students with challenging behaviors. Practical implications for teacher education and further research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01