Special Education Teacher Training and Knowledge of Behavior Assessment and Intervention Practices
Location
CSU 254
Start Date
20-4-2015 2:10 PM
End Date
20-4-2015 3:10 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Kathy Bertsch
Mentor's Email Address
kathy.bertsch@mnsu.edu
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
Appropriate classroom behavior is essential for an effective learning environment for all students. Children with emotional disorders (ED) as well as those with autism often have challenging classroom behaviors. These behaviors create a need for a more effective classroom environment. Functional behavior assessment (FBA) is a process that aids school personnel in determining why challenging behavior occur. It therefore aids in designing more effective behavioral supports. Strong arguments can be made for special education teachers to be well versed in FBA and intervention skills including up to 35% of students with disabilities who may have challenging behaviors and legal requirements to include behavior supports in Individual Education Plans. While this is the case, prior research suggests intervention for behavior problems is one of the most frequently cited needs for teachers. This study will survey special education teachers of children with ED and autism throughout the Midwest. The survey will consist of questions to further our knowledge on teachers conceptual knowledgeable of FBA and behavior support planning and to gain information on what training/learning methods are associated with highly knowledgeable teachers certified to teach ED/Autism. Results will show the level of special education teachers’ knowledge in FBA and behavior support planning as well as the types of training and training programs that are associated with teachers with well-developed knowledge. This information will identify areas for continued development of pre-service training programs, as well as points for professional development for special education teachers in practice.
Special Education Teacher Training and Knowledge of Behavior Assessment and Intervention Practices
CSU 254
Appropriate classroom behavior is essential for an effective learning environment for all students. Children with emotional disorders (ED) as well as those with autism often have challenging classroom behaviors. These behaviors create a need for a more effective classroom environment. Functional behavior assessment (FBA) is a process that aids school personnel in determining why challenging behavior occur. It therefore aids in designing more effective behavioral supports. Strong arguments can be made for special education teachers to be well versed in FBA and intervention skills including up to 35% of students with disabilities who may have challenging behaviors and legal requirements to include behavior supports in Individual Education Plans. While this is the case, prior research suggests intervention for behavior problems is one of the most frequently cited needs for teachers. This study will survey special education teachers of children with ED and autism throughout the Midwest. The survey will consist of questions to further our knowledge on teachers conceptual knowledgeable of FBA and behavior support planning and to gain information on what training/learning methods are associated with highly knowledgeable teachers certified to teach ED/Autism. Results will show the level of special education teachers’ knowledge in FBA and behavior support planning as well as the types of training and training programs that are associated with teachers with well-developed knowledge. This information will identify areas for continued development of pre-service training programs, as well as points for professional development for special education teachers in practice.
Recommended Citation
Nelson, Jennifer and Lauren Bennewitz. "Special Education Teacher Training and Knowledge of Behavior Assessment and Intervention Practices." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
https://cornerstone.lib.mnsu.edu/urs/2015/oral_session_11/3
