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 Copy

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.

Graduation Semester

2014-05

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

Copyright and License Information

Copyright 2014 Anne M. Butler

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