Behavioral coaching: A strategy for increasing general education teachers' skills in managing challenging behavior
Butler, Anne
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https://hdl.handle.net/2142/49365
Description
Title
Behavioral coaching: A strategy for increasing general education teachers' skills in managing challenging behavior
Author(s)
Butler, Anne
Issue Date
2014-05-30T16:40:19Z
Director of Research (if dissertation) or Advisor (if thesis)
Monda-Amaya, Lisa E.
Doctoral Committee Chair(s)
Monda-Amaya, Lisa
Committee Member(s)
Halle, James W.
Shogren, Karrie A.
Welton, Anjale D.
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Behavior management
behavioral coaching
professional development
Abstract
Challenging behaviors in schools can impact both students and teachers. When general educators are not confident to manage challenging, or problem behaviors, they often implement strategies with no conceptual forethought. Additionally, existing literature suggests that they implement ineffective strategies that may result in the continuation of student problem behavior or the escalation of problem behavior. However, when teachers are provided with professional development and a conceptual model around challenging behavior, teachers report confidently implementing strategies, and these strategies are beneficial for student behavior. Few empirical studies have investigated how professional development impacts teachers’ perceptions and changes in behavior. Therefore, the current study investigated how an intervention package (i.e., professional development workshop and coaching) around managing challenging behavior impacted student and teacher behavior. A multiple baseline across participants (n = 5) was implemented to investigate general education teachers’ understanding of and effectiveness with managing challenging behavior. Results and educational implications are discussed.
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