Tier II/III Behavioral Interventions and Supports in Finnish Lower Secondary School

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Accessibility in Education: UDL (Universal Design for Learning) and Behavioral Supports (Table 10)

Abstract

This study addressed the views of a random sample of Finnish special needs teacher in grades grade 7-9, related to Tier II/III behavioral interventions and supports. Special education teachers (n = 73; 33.6%) responded to the survey, which addressed, (a) their responsibilities in terms of providing behavioral and cognitive-behavioral interventions (CBI), collaborating with others to address student behavior, and developing teacher-student relationships, and (b) the specific strategies that they actually implement, which focused on the three mentioned approaches, as well as Check-In/Check-Out with students, monitoring student behavior, and providing individualized supports. Teachers consistently reported that they accepted the aforementioned responsibilities. Overall, teachers were consistent with their approaches to student behavior, although fewer monitored student behavior and implemented CBI.

Authors

• Joseph Calvin Gagnon, Florida Atlantic University

• Juho Honkasilta, University of Helsinki