What do educators know, do, and think about behavior? An analysis of special and general educators' knowledge of evidence-based behavioral interventions

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.

Keywords:

• Addressing challenging behavior
• evidence-based behavioral interventions
• Positive Behavior Interventions and Supports
• teacher behavior knowledge
• teacher preparation

Additional information

Notes on contributors

Heather D. Beam

Heather D. Beam is a doctoral student in the School of Special Education at the University of Northern Colorado.

Tracy Gershwin Mueller

Tracy Gershwin Mueller is a professor in the School of Special Education at the University of Northern Colorado.