A Systematic Review of General Educator Behavior Management Training

Autor/inn/en	Samudre, Mark D.; LeJeune, Lauren M.; Ascetta, Kate E.; Dollinger, Hannah
Titel	A Systematic Review of General Educator Behavior Management Training
Quelle	In: Journal of Positive Behavior Interventions, 24 (2022) 1, S.69-84 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samudre, Mark D.) ORCID (LeJeune, Lauren M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211020784
Schlagwörter	Teacher Education; Behavior Modification; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Educational Research; Regular and Special Education Relationship; Coaching (Performance); Research Methodology; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Behaviour modification; Verhaltensänderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Unterrichtserfolg
Abstract	The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01