University of Illinois Urbana-Champaign

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

Butler, Anne

Content Files
Anne_Butler.pdf

Permalink

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
Date of Ingest
2014-05-30T16:40:19Z
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.
Graduation Semester
2014-05
Permalink
http://hdl.handle.net/2142/49365
Copyright and License Information
Copyright 2014 Anne M. Butler

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