Understanding Preservice Teachers' Knowledge and Use of Evidence-Based Practices to Manage Behavior

• In Event: Poster Session 8
  In Poster Session: Current Topics in Special Education Poster Session

Abstract

Preservice teachers exiting teacher education programs feel inadequately prepared to manage challenging behaviors in their future classrooms (Chelsey & Jordan, 2012). This mixed methods study explored the knowledge of evidence-based behavior management strategies of 50 preservice teachers at the completion of their coursework. The intervention consisted of 1.5 hours of professional development outlining evidence-based behavioral interventions prior to the final field experience. Post data indicated the professional development session provided the teacher candidates with interventions they implemented during the field experience while also increasing their knowledge and self-efficacy in utilizing behavior management strategies.

Authors

• Renee Lastrapes, University of Houston - Clear Lake

• Deanna Kay Rice, Fontbonne University