Teachers’ Perspectives on Implementing Evidence-Based Behavioral Interventions

Principal Investigator:
Sara Moya

Faculty Advisor:
Janet Fike

Abstract:
The purpose of this study is to determine if teachers feel adequately prepared to implement evidence-based interventions for children with behavioral needs in an inclusion classroom using quantitative data collection. An inclusion classroom being one where both special education students and general education students learn in the same classroom with modified instruction to the general education curriculum, or individualized instruction, as needed. The evaluation of teachers’ responses to the survey will determine what behavioral interventions they know and how confident they are in taking the lead on implementing those strategies with students. Results from this study can help identify deficits in knowledge of interventions and if any professional development will help teachers bridge any gaps in using behavioral intervention strategies. Data will be collected through the usage of an electronic survey via Google Forms. This will help the researcher analyze how teachers feel about implementing behavioral interventions and if there are any deficits in knowledge of specific evidence-based supports. Having an in-depth understanding of how elementary school teachers attending Kean University in Union, NJ feel about implementing behavioral interventions, will help with knowing what deficits or developments meet the need for a call to action. Through this research study, information will be collected to closely learn about how teachers’ feel about implementing behavior interventions, what interventions they know and how that may affect their relationship with students who have behavioral needs.