How Special Education Faculty Teach Classroom Management: More Commonality Than Difference?

• In Event: Understanding Difficult Behavior: Prevention, Supports, and Attitudes

Abstract

Research indicates that certain teaching practices are related to student achievement gains for elementary and secondary students, including those with disabilities (Cook & Odom, 2013). These include positive behavior interventions and support (PBIS); antecedent, behavior, and consequence (ABC) strategies, and functional behavior assessment (FBA). It is less clear from prior research, though, the extent to which special education faculty across different types of institutions of higher education (IHEs) provide teacher candidates with opportunities to learn about such practices in classroom management courses (Freeman et al., 2014). This qualitative study addressed this gap in the research literature by interviewing 35 special education faculty members at 32 U.S. IHEs who had recently taught a course in classroom management or a related topic.

Authors

• Peter A. Youngs, University of Virginia
  Presenting Author

• Shanna E. Hirsch, Clemson University
  Non-Presenting Author

• Sarah Nagro, George Mason University
  Non-Presenting Author

• Michael J. Kennedy, University of Virginia
  Non-Presenting Author