Behavioral coaching: A strategy for increasing general education teachers' skills in managing challenging behavior

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Butler, Anne

Contributors dc:contributor

• Monda-Amaya, Lisa E.
• Monda-Amaya, Lisa
• Halle, James W.
• Shogren, Karrie A.
• Welton, Anjale D.

• Behavior management
• behavioral coaching
• professional development

Statement dc:rights

• Copyright 2014 Anne M. Butler

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49365

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49365